Leadership Educational Administration Development Journal, Ramkhamhaeng University

Guidelines for Promoting Teacher’s Innovative Thinking Skill under the Jurisdiction of Sukhothai Primary Educational Service Area Office 1

Thu, 02 Jan 2025 00:00:00 +0700

This study examined guidelines for promoting innovative thinking skills among teachers under the Office of the Sukhothai Primary Educational Service Area 1. The study was divided into two steps: Step 1: Study teachers’ innovative thinking skills. The sample comprised 291 school administrators and teachers, selected through stratified random sampling based on district. Data were collected via questionnaires and subsequently analyzed for means and standard deviations. Step 2: Identification of guidelines for promoting teachers’ innovative thinking skills. The informants included school administrators and educational supervisors with expertise in school administration or innovation development. Data were gathered through interviews and content analysis. The research findings indicated that: 1) Teachers’ innovative thinking skills were generally rated at a high level, with the highest mean score in cooperation skills and the lowest in out-of-the-box thinking skills. 2) The guidelines for promoting these skills highlighted the need for administrators to develop analytical and data-synthesizing abilities. They should organize workshops focused on high-level questioning techniques, encourage exploring new ideas, and allow freedom for experimentation with diverse teaching approaches. Additionally, there should be a strong emphasis on classroom research, action research, design thinking processes, and innovation creation. Practical training addressing real classroom challenges should be prioritized, along with initiatives for knowledge exchange among teachers and the design of curricula that effectively integrate technology to promote a collaborative work culture.

The Result of Using Museums as Learning Sources Combined with the Use of Drama Processes According to Active Learning Management Approach to Develop Creativity of Mathayom 4 Students

Krittachai Chumsaeng — Thu, 02 Jan 2025 00:00:00 +0700

This research aims to 1) investigate the effects of utilizing museums as learning resources, combined with drama processes grounded in an active learning management approach, to enhance the creativity of Mathayom 4 Students and 2) evaluate the academic achievements of these students in Unit 1: Creation of Historical Knowledge within the History subject (SO31104). This study utilizes a single-group experimental design involving a sample of 35 Mathayom 4, class 8 students from Nakhon Khon Kaen School enrolled in the second semester of the 2023 academic year. The sample was selected using cluster random sampling, with the classroom as the sampling unit. The research instruments comprised 1) a creativity assessment form for drama works and 2) an achievement test. The findings indicate that: 1) the creativity levels of students were high (mean = 3.78, SD = 0.66), and 2) regarding academic achievement, 28 out of the 35 students (80 percent) met the passing criterion of 80 percent, achieving an average score of 32.08 out of a total score of 40, which corresponds to 80.19 percent (SD = 3.44).

Fostering Modeling Skills through Simulation-based Learning among Grade 7 Students

Thu, 02 Jan 2025 00:00:00 +0700

This study aimed to accomplish three primary objectives: 1) to develop and evaluate the effectiveness of model-based learning for Grade 7 students, following the 75/75 criteria; 2) to compare students’ modeling skills after implementing the model-based learning approach against a 70% standard; and 3) to assess changes in learning achievement regarding before and after the implementation of the model-based learning approach for Grade 7 students. The sample consisted of a single Grade 7 classroom of 36 students from a school under the Secondary Educational Service Area Office in Phichit, selected through cluster random sampling. The research tools included: 1) model-based learning, rated as highly appropriate with a mean score of 4.88 and a standard deviation of 0.33; 2) an assessment for modeling skills, based on a 4-level behavioral observation rubric with five items; and 3) a learning achievement test, consisting of 20 multiple-choice questions with item-objective congruence indices ranging from 0.67 to 1.00. Statistical methods employed for data analysis included mean, standard deviation, t-test for one sample, and t-test for dependent samples. The finding indicated that the model-based learning for Grade 7 students exceeded the 75/75 criteria. Furthermore, the students' modeling skills after implementing the model-based learning approach were significantly higher than the 70% standard at the .05 level, and their learning achievement after utilizing the model-based learning approach was also considerably more significant than before, at the .05 level.

The Advancement of Professional Standards for Modern Educational Administrators

Thu, 02 Jan 2025 00:00:00 +0700

The advancement of professional qualifications for modern school administrators is vital for analyzing their progress and highlighting their essential role in enhancing the quality of national education. This discussion is particularly pertinent given the technological advancements and social changes that profoundly affect learning and school management. The text explores the criteria and evaluation methods for school administrators' qualifications in today's context, emphasizing the necessity of refining the evaluation system to align with the Constitution of the Kingdom of Thailand and the 20-Year National Strategy to improve educational quality. School administrators seeking qualification assessment must fulfill specific criteria, which include tenure, compliance with position agreements, and adherence to discipline, ethics, and professional standards during the retrospective period. A committee of three experts conducts the evaluation process, assessing candidates' performance based on defined indicators and criteria. This framework seeks to enhance and modernize the qualification assessment system for school administrators, improving its efficiency and relevance. It gives administrators a thorough understanding of contemporary evaluation practices, reduces redundancy, and boosts operational effectiveness in line with ongoing educational and societal shifts. Ultimately, this ensures that school administration effectively supports sustainable improvements in educational quality.

Challenges and Approaches to the Development of Administrative Practices for the Intensive Islamic Studies Curriculum in Public Primary Schools in Thailand's Southern Border Provinces

Soraya Asae, Suntaree Wannapairo — Thu, 02 Jan 2025 00:00:00 +0700

This academic article explores the challenges of managing intensive Islamic education curricula in public primary schools in Thailand's southern border provinces while proposing effective development strategies. The study identifies three primary challenges through comprehensive document analysis and research: 1) Resources – There is a notable shortage of qualified educators, limited financial resources, and inadequate teaching materials. 2) Curriculum and instruction – The curricula often lack alignment with local contexts and innovative teaching methodologies. 3) Management – Significant hurdles exist in coordinating efforts between various agencies and a lack of community engagement. Furthermore, the persistent unrest in the region considerably impacts educational management. The article advocates for development approaches that emphasize collaborative efforts among government agencies, academic institutions, and local communities to enhance the quality of Islamic education in the region sustainably.