Journal of Intellect Education

A Study on the Components of Learning Leadership in the 21st Century of School Administrators

2024-08-14T05:01:00+07:00

This research aims to study and evaluate the suitability of the components of 21st-century learning leadership for school administrators. The research is divided into two stages: 1 Synthesizing the components by reviewing related documents and research from 10 sources. 2 Evaluating the suitability of the components by five experts. The tools used in this research include document synthesis forms and a 5-point Likert scale questionnaire. The data were analyzed using percentage, mean, and standard deviation. The research findings are as follows: 1) The components of 21st-century learning leadership for school administrators, synthesized from documents and related research, consist of seven components: (1) Team learning (2) Utilization of technology in operations (3) Creating a conducive learning environment (4) Creativity (5) Integration (6) Development of learning innovations (7) Self-directed learning 2) The results of the experts' evaluation of the components indicate that all components of 21st-century learning leadership for school administrators are highly appropriate.

Technology Leadership of School Administrators Affecting Internal Quality Assurance in the Digital Era as Perceived by Teachers under the Secondary Educational Service Area Office Trang Krab

2024-08-14T05:26:23+07:00

The purposes of this quantitative research were: (1) to study the level of technology leadership among school administrators as perceived by teachers under the Secondary Educational Service Area Office Trang Krabi; (2) to study the level of internal quality assurance in the digital era as perceived by teachers; and (3) to explore predictive variables of technology leadership of school administrators affecting the internal quality assurance in the digital era as perceived by teachers. The sample consisted of 337 teachers selected using a stratified random sampling method. A rating scale questionnaire was used as the research instrument, with data analysis involving percentages, means, standard deviations, and an enter multiple regression analysis. The research findings are summarized as follows: (1) The teachers perceive a high level of technology leadership among school administrators; (2) The teachers perceive a high level of internal quality assurance in the digital era; (3) Technology leadership among school administrators significantly predicts the internal quality assurance in the digital era as perceived by the teachers. The predictive variables include having a vision for utilizing technology within the organization, participating in technology usage within the organization, promoting staff knowledge in technology usage for educational management, and supporting technology resources with statistical significance at the .01 level.

The Study of Achievement Motivation Competencies of School Administrators

2024-08-16T10:50:50+07:00

This study aimed to identify the achievement motivation competencies of school administrators. The study was divided into two steps. Step 1 was synthesizing achievement motivation competencies components of school administrators by reviewing documents and related from 10 sources. Step 2 was the evaluation of the appropriateness of the components. The sample group consisted of five experts, The research instruments included document synthesis forms and a 5-level rating scale questionnaire. The statistics used in data analysis were frequency, percentage, mean, and standard deviation. The results found that the achievement motivation competencies of school administrators consisted of five components namely, (1) Initiative creativity, (2) Quality of work, (3) Commitment to continuous improvement, (4) Problem-solving and decision-making, and (5) Responsibility. All components obtained a high level of appropriateness.

Development of a Model for Driving Academic Personnel to Advance to Academic Positions, Faculty of Education, Khon Kaen University

2024-08-21T09:37:42+07:00

This research aims to study the conditions and needs for developing the academic staff development model to advance into academic positions and to propose guidelines for driving academic staff into academic positions at the Faculty of Education. The research uses a mixed-method approach with a sample group of 28 academic staff members at the Faculty of Education. Data collection tools include questionnaires for quantitative research and semi-structured interviews for qualitative research. The data analysis involves the use of percentages, averages, standard deviations, and content analysis. The study findings indicate the following: 1) Readiness to apply for academic positions, understanding of criteria, and evaluation methods for appointment are high. There is strong evidence to support the application for academic positions according to the criteria, and a strong need to develop a staff development model to advance into academic positions. 2) The guidelines for driving academic staff into academic positions at the Faculty of Education, consisting of Personal Level as identifying issues to be mentored in counseling, coordinating between mentors and applicants, and monitoring the progress of applicants seeking assistance from mentors. Organizational Level as an overview, follow-up, and sharing. Driving Mechanism, including Integration and the Mentoring System.

Characteristics of Teaching Practice Schools of Students in the Faculty of Education, Khon Kaen University

2024-08-22T18:19:01+07:00

This research aims to 1) study the characteristics of the teaching practice school of the Faculty of Education, Khon Kaen University, and 2) survey the context of the networked schools according to the standards set by the Teachers' Council of Thailand. The study sample consists of 225 student teachers from 10 academic departments in the Faculty of Education, Khon Kaen University, academic year 2023. The research methodology used survey tools, including questionnaires, quantitative data analysis using basic statistics, and qualitative data analysis using content analysis. The study found that 1) the characteristics of the teaching practice schools meet the standards in terms of processes and factors at a high level and 2) the context of the networked schools meets the standards set by the Teachers' Council of Thailand in terms of processes and factors at a high level, with small schools being at the highest level while medium, large, and special large schools are at a high level.