Dhammathas Academic Journal

The Development of an Instructional Model of English for Communication Based on Blended Learning and English for Specific Purposes for Students at Thailand National Sports University

2026-07-16T15:13:03+07:00

This research aimed to: This research aimed to: (1) develop an English communication instructional model based on blended learning and English for Specific Purposes (ESP) for students at Thailand National Sports University; (2) compare students’ learning achievement before and after the implementation of the model and examine their development in English communication skills; and (3) investigate students’ satisfaction with the model. This study employed a Research and Development (R&D) approach consisting of two phases: model development and evaluation of the model’s implementation. The population consisted of 180 first-year students at Thailand National Sports University, Bangkok Campus, who were enrolled in the English for Communication course in the second semester of the 2024 academic year. The sample comprised 38 students selected through cluster sampling, including 23 students from the Physical Education program and 15 students from the Sports Science and Exercise program. The research instruments included lesson plans, parallel-form pre-test and post-test achievement tests, an assessment of four English communication skills, and a student satisfaction questionnaire. The lesson plans were evaluated by nine experts, with a mean score of 4.89 and a standard deviation of 0.25, while the data collection instruments had an Index of Item-Objective Congruence (IOC) value of 1.00. Data were analyzed using percentage, mean, standard deviation, a paired-samples t-test, and relative gain scores.
The findings revealed that:
1. The developed instructional model consisted of six principles and four instructional stages: Preparation, Practice, Application, and Assessment.
2. The mean post-test achievement scores of students in both programs were significantly higher than their mean pre-test scores at the .05 level, and their average relative gain scores were at a high level.
3. Students’ satisfaction with the instructional model was at the highest level, particularly regarding the teacher’s role, activity worksheets, assessment tests, learning materials, and instructional procedures.

Guidelines for Empowering Youth in Promoting Cultural Tourism Businesses in Bangkok

2026-07-20T14:19:38+07:00

This research aims to: 1) study the characteristics and patterns of cultural tourism in Bangkok; 2) examine the process of youth potential development in promoting cultural tourism businesses in Bangkok; and 3) propose guidelines for enhancing youth potential to support cultural tourism businesses in Bangkok. This study employed a qualitative research methodology. Data were collected using a semi-structured in-depth interview tool with 18 key informants, categorized into four main groups: 1) tourism faculty members, 2) tour guides, 3) tourism students and 4) tourists. Data were analyzed using thematic analysis to identify common characteristics and conclusions.
The research findings revealed that:ฺ
1. The characteristics and patterns of cultural tourism in Bangkok emphasize creating in-depth learning experiences and active tourist participation through activities reflecting traditional neighborhood identity, such as learning local crafts, wearing traditional attire, tasting local cuisine, and exchanging lifestyle experiences with the community.
2. The youth potential development is a systemic process encompassing four stages: inputs, processes, outputs, and outcomes. It focuses on cultivating knowledge, skills, abilities, and attitudes (KSAA) through on-site experiential learning. Key outcomes include youth developing pride in local identity, gaining foreign language communication and tourist group management skills, and sustainably linking tourism with the community economic system.
3. The guidelines for enhancing youth potential focus on integrating individual capacity dimensions with driving the 5As tourism ecosystem to fulfill the supply chain as new-generation community enterprise entrepreneurs and content creators. The new body of knowledge indicates that success stems from integrating five-dimensional factors: personnel, development process, environment, policy, and technology. Policy acts as the primary bottleneck needing structural unlocking, while technology serves as a vital catalyst through the application of data management platforms, virtual tour applications, and digital media for interpretation to drive cultural tourism businesses in Bangkok efficiently and sustainably.

Administrators’ Academic Leadership Competencies, Teachers’ Instructional Leadership, and Learners’ Characteristics Influencing Academic Excellence in Primary Schools under Chonburi Primary Educational Service Area Office 2

2026-06-22T09:49:26+07:00

This research aimed to: (1) examine the levels of administrators’ academic leadership competencies, teachers’ instructional leadership, learners’ characteristics, and academic excellence in primary schools; (2) investigate the relationships between these variables and the academic excellence of primary schools; and (3) identify the predictor variables affecting academic excellence in primary schools under the Chonburi Primary Educational Service Area Office 2. This quantitative research involved a sample of 306 teachers in the 2025 academic year. The sample size was determined using the Krejcie and Morgan table, and the participants were selected through stratified random sampling combined with multistage sampling. The research instrument was a five-point rating-scale questionnaire. Its Item–Objective Congruence indices ranged from 0.60 to 1.00. The Cronbach’s alpha reliability coefficients for administrators’ academic leadership competencies, teachers’ instructional leadership, learners’ characteristics, and school academic excellence were 0.820, 0.760, 0.890, and 0.857, respectively, while the reliability coefficient for the entire questionnaire was 0.878. The data were analyzed using frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis.
The findings revealed that:
1. The overall levels of administrators’ academic leadership competencies, teachers’ instructional leadership, learners’ characteristics, and school academic excellence were high.
2. All pairs of variables were significantly correlated at the .001 level.
3. Administrators’ academic leadership competencies, teachers’ instructional leadership, and learners’ characteristics jointly predicted 71.50% of the variance in school academic excellence, with statistical significance at the .001 level. Learners’ characteristics were the strongest predictor, followed by teachers’ instructional leadership and administrators’ academic leadership competencies, respectively.

Development of the PAORE Integrated Supervision Process to Enhance Teachers’ Competency in Educational Quality Assurance and Improve Student Quality under the Secondary Educational Service Area Office Nakhon Si Thammarat

2026-07-16T15:33:14+07:00

This study aimed to: (1) investigate the current implementation of internal quality assurance in schools and their supervision needs; (2) develop and validate an integrated supervision process to enhance teachers’ competency and improve student quality; (3) examine the outcomes following implementation of the process; and (4) assess its acceptance and synthesize guidelines for further expansion. The study employed a research and development approach combined with participatory action research. The process was implemented in three cycles during the 2022–2024 academic years across 71 schools. The sample comprised 790 participants in Phase 1, 710 participants in Phase 3, and 40 lead teachers. Data were analyzed using mean, standard deviation, the modified Priority Needs Index, trend analysis, and content analysis.
The findings revealed that:
1. The overall implementation of internal quality assurance was at a high level, while the expected level was at the highest level. The two areas with the highest modified Priority Needs Index value of 0.37 were personnel development through professional learning communities and improvement of student achievement.
2. The developed PAORE process consisted of Planning, Action, Observation, Reflection, and Evaluation. The overall quality of the process was rated at the highest level (x̄ = 4.64, S.D. = 0.24), as was the implementation manual (x̄ = 4.70, S.D. = 0.19).
3. After three implementation cycles, the mean post-development knowledge scores were descriptively higher than the pre-development scores. School-level process skills increased from 4.43 to 4.65, while teachers’ attitudes increased from 3.14 to 4.67. The proportion of schools rated “Excellent” in self-assessment increased from 28.17% to 40.85%. In addition, all 24 schools that underwent the fifth-round external quality assessment met the criteria across all three standards.
4. Stakeholders perceived PAORE as valuable in promoting the use of authentic evidence, reducing duplicated work, fostering collegial supervision, and supporting collaborative learning. The process should therefore be integrated into schools’ routine work systems.

Structural Equation Model Leadership of School Administrators Affecting high-Performance Organization of Secondary Educational Service Area in The Northeastern Region

2025-09-05T13:18:23+07:00

This research aimed to: 1) develop a causal relationship model of school administrators’ leadership affecting the high-performance organization of schools; 2) examine the consistency of the developed model with empirical data; and 3) propose guidelines for developing school administrators’ leadership affecting the high-performance organization of schools under the Secondary Educational Service Area Offices in Northeastern Thailand. The study employed a mixed methods research design and was conducted in three phases. Phase 1 involved developing the hypothetical model through a review of relevant literature and research and interviews with five experts. Phase 2 examined the model using empirical data from 638 school administrators and teachers selected through proportionate stratified random sampling. The research instrument was a five-point rating-scale questionnaire with an overall reliability coefficient of .97. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, confirmatory factor analysis, and structural equation modeling. Phase 3 involved synthesizing development guidelines from the structural model results and interviews with five experts.
The findings showed that:
1. The model consisted of four causal variables: transformational leadership, strategic management, human resource management, and learning management, all of which were related to school high-performance organization.
2. The model was consistent with the empirical data, with χ² = 123.17, df = 106, p = .12177, GFI = .983, AGFI = .959, and RMSEA = .016. The model explained 78 percent of the variance in high-performance organization. Human resource management had the strongest direct effect on high-performance organization (β = .93, p < .01), followed by learning management (β = .22, p < .01).
3. The development guidelines emphasized strengthening administrators’ vision and ability to motivate personnel, setting clear strategic goals, systematically developing human resources, and using information to support planning and assessment in learning management.

The Development Model of Primary School Administration toward Academic Excellence in Bangkok

2026-07-15T16:58:10+07:00

This research aimed to: 1) analyze the current conditions, desired conditions, priority needs, and guidelines for developing primary school administration toward academic excellence in Bangkok; 2) develop and examine a model of primary school administration toward academic excellence; and 3) evaluate the developed model. A mixed methods research design was employed in three stages: analyzing current conditions and priority needs, developing and examining the model, and evaluating the model. In the first stage, data were collected from 88 school directors and deputy directors responsible for academic administration, together with interviews with five experts. In the second stage, the proposed model was examined through a focus group discussion involving nine experts. In the third stage, the model was evaluated by 88 stakeholders. The research instruments included questionnaires, interview forms, and evaluation forms. Data were analyzed using percentages, means, standard deviations, priority needs analysis, and content analysis.
The findings showed that:
1. The overall current and desired conditions of primary school administration toward academic excellence were at a high level, with the development and promotion of learning resources receiving the highest priority need.
2. The developed model consisted of six components: principles of academic administration, objectives of academic administration, scope of academic administration, academic administration processes, guidelines for academic administration evaluation, and success factors. The model was rated as appropriate at a high level.
3. Stakeholders rated the feasibility of the model at the highest level.

A Sustainable Leadership Development Model for Private School Administrators

2026-05-08T11:13:50+07:00

This research and development study aimed to identify the components and indicators of sustainable leadership, assess current and desired conditions and development needs, construct a development model, and examine its implementation among private school administrators. Four phases were conducted. First, documents were analyzed and seven experts were interviewed. Second, 350 administrators were selected by cluster sampling from a population of 3,967. The questionnaire had an item-objective congruence index of 1.00, discrimination indices of 0.40-0.84 for current conditions and 0.40-0.79 for desired conditions, and a reliability coefficient of 0.90 for each section. Third, interviews with three administrators identified as exemplary practitioners were synthesized with findings from the first two phases to develop the model and its manual; nine experts evaluated the model. Fourth, 12 volunteer administrators participated in the trial. Means, standard deviations, a modified priority needs index, and content analysis were used.

The results revealed that:

1. Sustainable leadership comprised five components and 17 indicators: vision, depth, justice, resource availability, and diversity.

2. The overall current condition was moderate (x̄ = 3.38), whereas the desired condition was at the highest level (x̄ = 4.68). Depth had the highest priority need (PNI _modified = 0.50).

3. The model comprised six elements: principles and concepts, objectives, content, development procedures, media and learning resources, and measurement and evaluation. Five learning units corresponding to the leadership components totaled 50 hours, with more time allocated to depth and diversity in line with their priority needs.

4. The 12 participants had a higher descriptive mean after development (x̄ = 4.69) than before development (x̄ = 3.34). The trial involved volunteers and did not establish a causal effect.

A Causal Relationship Model of Factors Affecting the Effectiveness of Academic Administration in Schools under the Primary Educational Service Area Offices in Roi Et Province

2026-07-16T15:34:35+07:00

This research aimed to: 1) investigate the components of factors affecting the effectiveness of academic administration in schools; 2) examine the consistency of the causal relationship model with empirical data; and 3) evaluate the appropriateness of the causal relationship model of factors affecting the effectiveness of academic administration in schools under the Primary Educational Service Area Offices in Roi Et Province. A mixed-methods research design was employed. Qualitative data were obtained from relevant documents, research studies, and interviews with experts to identify the components and indicators of the model. Quantitative data were collected from a sample of 520 participants, consisting of 52 school administrators and 468 teachers. The sample was proportionally allocated across 20 districts and selected using simple random sampling. The research instruments included an interview form, a questionnaire, and a model evaluation form. The questionnaire had item-objective congruence indices ranging from 0.80 to 1.00, discrimination indices ranging from 0.35 to 0.88, and an overall reliability coefficient of 0.89. Data were analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling.
The findings revealed that:
1. The factors related to the effectiveness of academic administration consisted of four main components, 18 subcomponents, and 95 indicators, namely administrators’ leadership, organizational culture, teachers’ performance, and the effectiveness of academic administration.
2. The causal relationship model demonstrated an acceptable fit with the empirical data (χ² = 33.071, df = 21, χ²/df = 1.575, p = .045, CFI = .971, TLI = .925, RMSEA = .033, and SRMR = .079). Administrators’ leadership had path coefficients of 0.680 and 0.673 on organizational culture and teachers’ performance, respectively. Teachers’ performance had a path coefficient of 0.366 on the effectiveness of academic administration, whereas organizational culture had a path coefficient of 0.027.
3. The overall evaluation of the model was at the highest level, indicating that the model was appropriate for use as a framework for enhancing academic administration in schools within the context of the study.

Development of Indicators for Teachers’ Active Learning Management Competency in Schools under Primary Educational Service Area Offices in Northeastern Thailand

2026-07-17T15:57:11+07:00

This study aimed to: (1) develop indicators of teachers’ active learning management competency; (2) examine the congruence of the structural model of the indicators with empirical data; and (3) develop a manual for using the indicators. The study employed a survey research design and was conducted in three phases. In Phase 1, the components were synthesized from relevant documents and research studies. Operational definitions and indicators were then developed and evaluated for appropriateness by seven experts. In Phase 2, the model was tested using data collected from 500 school administrators and teachers selected through multistage random sampling. The research instrument was a five-point rating scale questionnaire. The item-objective congruence indices ranged from 0.80 to 1.00, the discrimination indices ranged from 0.271 to 0.725, and the reliability coefficient was 0.946. The data were analyzed using confirmatory factor analysis. In Phase 3, a manual for using the indicators was developed and evaluated for appropriateness by five experts. The data were analyzed using the mean and standard deviation.
The findings revealed that:
1. The indicators of teachers’ active learning management competency consisted of four main components, 12 subcomponents, and 72 indicators. The overall appropriateness was rated at the highest level (x̄ = 4.56, S.D. = 0.26).
2. The structural model of the indicators was congruent with the empirical data (χ² = 25.43, p = .65, df = 29, GFI = .92, AGFI = .97, RMSEA = .00). The factor loadings of the subcomponents ranged from .29 to .56.
3. The manual for using the indicators was rated as highly appropriate overall (x̄ = 4.10, S.D. = 0.67).

A Synthesis of Research on Educational Quality Assurance Using Content Analysis and Meta-Analysis

2026-06-19T11:38:32+07:00

This research aimed to evaluate the quality of educational quality assurance research, examine differences in effect sizes classified by research characteristics, and synthesize the body of knowledge regarding educational quality assurance. The sample consisted of 68 research reports selected based on predefined criteria. The research instruments included a research characteristic recording form and a research quality evaluation form, with inter-rater agreement ranging between 0.70 and 0.80. Data was analyzed using descriptive statistics and mean effect sizes to summarize the findings.

The findings showed that:

1. The overall quality of the research evaluated was at a good level, with no studies requiring revision.

2. Regarding basic research characteristics, all studies were privately funded (100%), with the highest proportion produced by Rajabhat Universities (45.59%) in the field of Educational Administration (97.06%). In terms of content, most research aimed for comparative analysis (73.52%), applied the concept of participation (72.05%), and utilized participatory management models (72.05%). Methodologically, directional hypotheses were predominantly used (97.06%), all studies were survey research (100%), questionnaires were the primary instrument (89.71%) containing 41-60 items (88.24%), content validity was routinely verified (94.12%), and One-Way ANOVA was the most common statistical tool for data analysis (82.35%).

3. Meta-analysis results showed an overall average effect size of 0.95 (S.D. = 1.197) When classified by substantive research characteristics, these characteristics did not yield statistically significant differences in mean effect sizes. However, a descriptive comparison indicated that studies aiming for comparison and analysis, applying school-based management concepts, and using a single theoretical framework tended to yield higher average effect sizes than other groups.

Development of a Teacher Psychological Well-Being Assessment Tool: A Psychometric Analysis

2026-07-16T15:50:12+07:00

This study aimed to develop and examine the psychometric properties of an instrument for assessing teachers’ psychological well-being. The population comprised 2,002 secondary school teachers from 34 schools under the Chiang Mai Secondary Educational Service Area Office. A sample of 277 teachers was selected through multistage random sampling. The instrument consisted of 56 items covering six dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. Its quality was examined in terms of content validity, construct validity, objectivity, indicator feasibility, reliability, discrimination, and difficulty.
The findings showed that: the Item-Objective Congruence indices ranged from .50 to 1.00. Confirmatory factor analysis supported the six-factor structure, with the measurement model demonstrating a good fit to the empirical data: χ²(5) = 5.96, p = .31, CFI = 1.00, TLI = 1.00, SRMR = .02, and RMSEA = .03. The standardized factor loadings ranged from .59 to .90. The items were accompanied by clearly defined scoring and interpretation criteria, and no missing data were observed in the sample. Cronbach’s alpha was .929 for the total scale and ranged from .660 to .842 across the six dimensions. Analysis using the graded response model yielded slope parameters ranging from .64 to 2.45, while the threshold parameters were ordered consistently across the response categories. The information function reached its highest level when the latent trait ranged from -4 to 1. These findings support the use of the instrument for preliminary assessment and planning support for teachers in the study population. However, scores for teachers with very high levels of psychological well-being should be interpreted with caution.

An Analysis of Empiricist Theory from the Perspective of Theravāda Buddhist Philosophy

2026-09-27T14:36:09+07:00

This research aimed to (1) examine the scope and principal claims of empiricist theory; (2) investigate the sources, processes, and criteria of knowledge in Theravāda Buddhist philosophy; and (3) analyze the relationship, differences, and limitations involved in interpreting Theravāda Buddhist philosophy through an empiricist framework. This documentary study drew on the Tipiṭaka, commentaries, and post-canonical texts as primary sources, together with relevant books, articles, and research as secondary sources. The materials were analyzed in terms of sources of knowledge, ways of knowing, criteria of justification, the scope of experience, and the aims of knowledge, and were then comparatively synthesized through an inductive approach.
The findings were as follows:
1. In this article, empiricism refers to an epistemological theory that treats sensory experience as a primary basis of knowledge and employs observation, analysis, and induction to develop conclusions open to intersubjective examination. This differs from idealism and phenomenalism, which relate reality to the mind or to what appears to a perceiver, and from pragmatism, which evaluates meaning or truth through practical consequences.
2. Theravāda Buddhist philosophy does not restrict knowledge to the external senses. It includes the six sense bases, reflection on causal conditions, and inner experience cultivated through mindfulness, concentration, and wisdom. The credibility of knowledge is assessed through a replicable discipline of practice, consistency with causal relations, and ethical consequences evident in the reduction of defilements and suffering.
3. Western empiricism and Theravāda Buddhist philosophy share a refusal to accept unexamined belief, but differ in the scope of experience, criteria of justification, and aims of knowledge. Western empirical evidence emphasizes intersubjective examination of external phenomena. Meditative knowledge is first-person experience that cannot be directly experienced by another person, yet its procedure and consequences can be examined through shared disciplines of practice. The two traditions therefore show a limited methodological affinity rather than theoretical identity.

Development of Self-Study E-learning Courseware on Educational Philosophy for Graduate Students in Faculty of Education

2026-07-16T15:49:21+07:00

This research aimed to: (1) develop the self-study e-learning courseware on educational philosophy for graduate students in the Faculty of Education, and (2) study the results of using the self-study e-learning courseware on educational philosophy for graduate students in the Faculty of Education. This study employed a mixed methods research design. The sample group consisted of 60 graduate students from the Faculty of Education at Srinakharinwirot University who voluntarily enrolled in the course ED501 (Paradigm Shifts in Educational Philosophy and Psychology for Development) during the 2025 academic year and were interested in self-studying educational philosophy, and the key informants for the focus group comprised 5 experts selected through purposive sampling. The research instruments included the self-study e-learning courseware on educational philosophy and pre- and post-tests. Data were analyzed using descriptive statistics, including mean and standard deviation, and inferential statistics, specifically the t-test.

The research findings are as follows:

1. Overall, the Self-Study E-learning Courseware on Educational Philosophy for graduate students in the Faculty of Education was found to be easy to use, uncomplicated, and user-friendly. However, certain aspects of the website need improvement, including: (1) checking the font styles to ensure they are compatible with all devices, (2) adding instructions recommending a horizontal display, (3) reducing the size of images within the e-learning Courseware, (4) changing the top menu bar buttons from English to Thai, and (5) adding buttons, numbers, examples, and internal links within the website.

2. The sample group's post-test scores (Mean = 23.82, S.D. = 1.49) were higher than their pre-test scores (Mean = 11.20, S.D. = 3.66). The t-test confirmed statistically significant differences at the .05 level, demonstrating the effectiveness of the Self-Study E-learning Courseware enhanced the graduate students' knowledge of Educational Philosophy

An Analysis of Natural Law Jurisprudence in the Thought of Saint Thomas Aquinas

2026-09-27T16:32:18+07:00

This study aimed to: (1) examine the development of natural law jurisprudence; (2) investigate the structure of natural law in the thought of Saint Thomas Aquinas; and (3) analyze the criteria for the legitimacy of human law within the framework of the relationship among reason, morality, and the common good. This study employed documentary research, drawing on Aquinas’s primary works as well as relevant books, scholarly articles, and research studies. The data were analyzed through thematic classification, interpretation, and synthesis in accordance with the research objectives.
The findings revealed that:
1. Natural law jurisprudence developed from the search in Greek philosophy for principles of justice that transcend the commands of rulers to a theological account of law in the Middle Ages. A fundamental principle of the natural law tradition is that law does not acquire legitimacy merely because it is enacted by the state; rather, it must be grounded in reason, justice, and morality.
2. Aquinas conceptualized law as comprising four interrelated types: eternal law, natural law, human law, and divine law. Human beings apprehend the fundamental principles of natural law through reason, while human law specifies these principles in ways appropriate to particular social circumstances and must be directed toward the common good.
3. The legitimacy of human law is determined by its source, content, and purpose. Law must be enacted by an authority responsible for the community, be consistent with reason and justice, and be directed toward the common good. A defective or unjust law may lack binding force in conscience; however, noncompliance must also be considered in light of social order and the potential harm that may result to the common good.

The Development of a Strategic Leadership Model for School Administrators in Managing Proactive Learning of Teachers Under the Nakhon Si Thammarat Secondary Educational Service Office

2026-09-21T15:24:58+07:00

This study aimed to: (1) investigate the current conditions, desired conditions, and priority needs concerning the strategic leadership of school administrators for teachers’ active learning management; (2) develop a strategic leadership model for school administrators to support teachers’ active learning management; and (3) validate the developed model. A mixed-methods research design was employed. The sample consisted of 125 school administrators and 339 teachers, totaling 464 participants, selected through multistage random sampling. The key informants for the in-depth interviews comprised five school administrators. Nine experts were purposively selected to assess the accuracy and appropriateness of the model, while nine school administrators were purposively selected to assess its feasibility and utility. The research instruments included a questionnaire, a semi-structured interview form, an expert seminar record form, a focus group discussion record form, and a model evaluation form. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI Modified), whereas qualitative data were analyzed using content analysis.

The research findings were as follows:

1. Overall, the current conditions were at a moderate level (x̄ = 3.18, S.D. = 0.62), whereas the desired conditions were at the highest level (x̄ = 4.68, S.D. = 0.47). The overall priority needs index was 0.52. Regarding strategic leadership, change management demonstrated the highest priority need (PNI Modified = 0.84), while, in terms of active learning management, the use of instructional media and learning resources showed the highest priority need (PNI Modified = 0.43).

2. The EPCED Model consisted of five processes: Strategic Vision Formulation, Strategic Planning, Change Management, Participatory Empowerment, and Organizational Evaluation and Development. These processes were grounded in the principles of strategic thinking, change creation, and collaborative management.

3. The evaluation results indicated that the model was rated at the highest level in all aspects: accuracy (x̄ = 4.62, S.D. = 0.53), appropriateness (x̄ = 4.86, S.D. = 0.25), utility (x̄ = 4.76, S.D. = 0.29), and feasibility (x̄ = 5.00, S.D. = 0.00).

An Analytical Study of Natural Law Legal Philosophy in John Locke’s Thought

2026-07-24T16:04:42+07:00

This research aimed to: (1) examine the development of natural-law legal philosophy; (2) study John Locke’s legal philosophy; and (3) analyze the relationship among natural law, natural rights, consent, and the legitimacy of political authority in Locke’s thought. The study employed documentary research. Locke’s Second Treatise of Government and Two Treatises of Government were used as primary sources, together with relevant secondary literature. The materials were organized thematically and interpreted through legal-philosophical analysis.
The findings were as follows:
1. Natural-law thought developed from accounts of justice and reason that are not reducible to commands of the state toward a framework connecting law, morality, and political authority. Medieval natural-law theory, particularly that associated with Thomas Aquinas, located natural law within the eternal law, whereas modern natural-law thought in Locke shifted attention toward the moral status and pre-political rights of individuals.
2. Locke’s legal philosophy holds that persons in the state of nature are free and equal under natural law. The rights to life, liberty, and property therefore do not originate from state authorization. Political society is established by consent to address the absence of impartial and settled enforcement of natural law. Political power is consequently entrusted to government for the protection of rights rather than treated as unlimited authority over them.
3. The analysis identifies a sequence linking natural law, rights and duties, problems of enforcement, consent to political society, government as a trust, and the right to scrutinize or resist government when that trust is breached. The strength of Locke’s framework lies in placing rights prior to political authority. Its philosophical difficulty concerns who may determine that a breach of trust is sufficiently serious to justify resistance. Locke’s account should therefore be read by distinguishing moral legitimacy from the continuing legal force of positive law.

Integrating Buddhist Ethics for Waste Management in Thung Pong Subdistrict Community, Ubonrattana District, Khon Kaen Province

2026-09-28T10:42:17+07:00

This research aimed to: (1) examine waste management problems in Thung Pong Subdistrict Community, Ubonrattana District, Khon Kaen Province; (2) investigate Buddhist ethical principles related to community waste management; and (3) integrate Buddhist ethical principles with waste management practices in the community. A qualitative research design was employed. Data were obtained from primary and secondary documents, related studies, and 30 key informants consisting of monks and laypersons. Data were collected through focus group discussions and in-depth interviews. The data were categorized, compared, analyzed, and synthesized according to the research objectives using descriptive and inductive analysis.
The findings were as follows:
1. The major waste management problems involved increasing waste volume, inadequate waste segregation, limitations of the local waste management system, insufficient public awareness and participation, and a lack of cooperation among relevant sectors. Community waste management comprised five areas: waste reduction, waste separation, reuse and recycling, effective collection and disposal, and education for public awareness.
2. The Buddhist ethical principles related to waste management consisted of the Noble Eightfold Path, the Four Bases of Social Solidarity (Saṅgahavatthu), the Four Bases of Success (Iddhipāda), and the Four Right Efforts (Padhāna). The Noble Eightfold Path guided understanding and conduct; Saṅgahavatthu supported social relations and participation; Iddhipāda strengthened motivation and perseverance; and Padhāna provided a framework for preventing, abandoning, and cultivating behaviors.
3. The integration did not involve applying all four sets of Buddhist principles uniformly to every waste management activity. Instead, principles with relevant functions were connected with five areas of community waste management: waste reduction, waste separation, reuse and recycling, collection and disposal, and education for awareness. This integration linked ethical understanding, motivation, participation, and behavioral regulation with practical community waste management.

Development of Community Capital Potential for Creative Tourism in Mae La Noi District, Mae Hong Son Province

2026-06-13T13:08:55+07:00

This study aimed to: (1) examine the level of community capital potential for creative tourism development and (2) investigate the factors influencing the development of community capital to support sustainable creative tourism. A mixed-methods research design was employed. For the quantitative component, the population consisted of residents of Mae La Noi District, Mae Hong Son Province, from whom a sample of 395 respondents was determined using Yamane’s formula and selected through accidental sampling. For the qualitative component, 15 key informants, including community leaders, tourism entrepreneurs, community enterprise representatives, and officials from relevant agencies, were purposively selected. The research instruments consisted of a questionnaire and an in-depth interview guide. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and multiple regression analysis, while qualitative data were analyzed through content analysis, categorization, and thematic synthesis.

The findings revealed that:

1. The overall potential of community capital was at a high level (x̄ = 4.09, S.D. = 0.70). Cultural and natural capital demonstrated the strongest potential, whereas physical and financial capital remained key constraints in the area.

2.The development of community capital depended on the integration of six dimensions of capital. Human and social capital functioned as the principal driving mechanisms, while cultural and natural capital served as the foundation for value creation and community identity. Community participation, government support, and collaboration among relevant agencies also served as important enabling factors. The knowledge generated from this study indicates that sustainable creative tourism should be developed through the systematic integration of community capital in order to create added value, strengthen the grassroots economy, and enhance the community’s capacity for sustainable self-management.

The Application of Buddhist Principles to Reduce Media-Induced Violence for the Peaceful Coexistence of Modern Adolescents

2025-12-08T16:24:18+07:00

This research aimed to: 1) examine the current conditions and needs for addressing media-induced violence among modern adolescents; 2) develop Buddhist-based strategies for promoting peaceful coexistence; 3) propose a model for applying Buddhist principles to reduce media-induced violence; and 4) disseminate the model to relevant organizations and communities in central Northeastern Thailand. The study employed a research and development approach using mixed methods in Roi Et, Khon Kaen, Maha Sarakham, and Kalasin provinces. Participants included 400 young people aged 18-25, 40 key informants, and five experts who evaluated the proposed model. Data were

collected using questionnaires, in-depth interviews, and model evaluation forms, and analyzed through descriptive statistics, Pearson's correlation, multiple regression, and content analysis.

The findings revealed that:

1. The overall mean score across the seven investigated factors was high (x̄ = 4.12, S.D. = 0.26). Qualitative findings highlighted the importance of participation and support systems involving families, educational institutions, and communities.

2. The factors most strongly correlated with reducing media-induced violence were violence management (r = .721), Buddhist principles (r = .712), and emotional

intelligence (r = .683). Buddhist principles (β = .281), violence management (β = .261), and emotional intelligence (β = .254) jointly explained 65.9% of the variance in the

dependent variable, with statistical significance at the .01 level.

3. The proposed model comprised four components: integrating Buddhist

principles into youth development policies, promoting emotional intelligence, implementing preventive violence management, and establishing a Safe Media-Peaceful Society Policy Center.

4. The model was disseminated to relevant organizations and communities through a pocket-sized handbook. The findings provide an integrated framework combining Buddhist principles, emotional intelligence, and violence management to promote peaceful coexistence among young people in the digital society.

A Model for Proactive Leadership Development of School Administrators in Small Schools under the Office of the Basic Education Commission

2026-07-16T15:51:22+07:00

This research aimed to 1) study the components of proactive leadership among school administrators in small-sized schools under the Office of the Basic Education Commission (OBEC), 2) develop a proactive leadership development model, and 3) evaluate the developed model. The study employed a mixed-methods approach.

The population consisted of 102,936 administrators and teachers from small-sized schools under OBEC. The quantitative sample included 384 participants, while qualitative data were provided by 9 experts. Research instruments comprised questionnaires,

semi-structured interviews, and evaluation forms assessing suitability, feasibility, and usefulness. Data were analyzed using mean, percentage, standard deviation, the Modified Priority Needs Index (PNI _Modified), and descriptive analysis.

The findings revealed that:

1. The components of proactive leadership among school administrators in small-sized schools comprised five dimensions: creativity, goal setting, self-awareness, independent determination, and critical judgment. These dimensions represented essential behaviors for addressing resource limitations and the unique context of small schools. Furthermore, the needs assessment utilizing the PNIModified indicated that creativity had the highest value (PNI _Modified = 0.21), reflecting the most critical need for development.

2. The developed proactive leadership model consisted of four components: 1) input, 2) development process, 3) output and outcomes, and 4) feedback. The development process emphasized experiential learning, allocating 60 percent to practical activities and 40 percent to theoretical content, alongside the utilization of a practical manual designed for real-world implementation and the reduction of redundant documentation.

3. The evaluation of the model by experts indicated that, overall, it achieved the highest level of suitability, feasibility, and usefulness (x̄ = 4.66, S.D. = 0.47), with usefulness receiving the highest mean score. Additionally, the evaluation of the implementation manual showed an overall quality at the highest level (x̄ = 4.77, S.D. = 0.37), particularly in terms of clarity and ease of understanding of the language, which received the highest rating (x̄ = 5.00).

The Development Model of Creative Leadership for School Administrators in Promoting Teachers’ Educational Innovation under Nakhon Si Thammarat Primary Educational Service Area Office 4

2026-05-21T16:48:20+07:00

This study aimed to: (1) examine the current conditions, desired conditions, and priority needs of school administrators’ creative leadership in promoting teachers’ instructional innovation; (2) develop a model; and (3) validate the developed model. A multi-phase mixed-methods research design was employed. The quantitative sample consisted of 206 school administrators and heads of academic affairs, with the sample size determined using Krejcie and Morgan’s table. The research instruments included a questionnaire, interview forms, and evaluation forms. The questionnaire had a reliability coefficient of 0.992. Data were analyzed using frequency, percentage, mean, standard deviation, and the modified Priority Needs Index (PNI modified).
The research results found that:
1. The current conditions of creative leadership, the development process, and the promotion of teachers’ instructional innovation were at a moderate level, whereas the desired conditions were at the highest level. The PNI modified values were 0.38, 0.49, and 0.42, respectively.
2. The developed model was validated for accuracy and appropriateness through connoisseurship and comprised five components: (1) model principles; (2) model objectives; (3) six components of creative leadership and eight components of promoting teachers’ instructional innovation across teacher, innovation, and organizational dimensions; (4) a five-step development process consisting of current-state analysis, goal and guideline setting, implementation, supervision and monitoring, and evaluation and improvement; and (5) conditions for success.
3. The model validation results for accuracy, appropriateness, feasibility, and utility were at the highest level in all aspects.

PROMOTION MOTIVATION, KNOWLEDGE, ATTITUDES, AND BEHAVIORAL INTENTIONS REGARDING BLOOD DONATION AMONG THE POPULATION IN BANGKOK METROPOLITAN

2025-11-01T12:08:39+07:00

This research aims to: 1) study the promotion of motivation in terms of knowledge, attitude, and behavioral intention toward blood donation among people in the Bangkok metropolitan; 2) examine how the promotion of motivation related to knowledge, attitude, and blood donation influences people’s behavioral intention to donate blood; and 3) propose guidelines to promote motivation in knowledge, attitude, and behavioral intention for blood donation among people in the Bangkok metropolitan. This mixed-method study involved 400 people aged 20 and over, selected by simple random sampling, and 15 key informants chosen purposively. Data were collected using questionnaires and in-depth interviews and analyzed by frequency, percentage, mean, standard deviation, multiple regression, and content analysis.

The findings revealed that

1) Promotion of motivation in knowledge, attitude, and behavioral intention toward blood donation reveals that people who possess knowledge and understanding of the requirements for blood donation, along with a positive attitude of selfless helping, perceive these qualities as valuable and take pride in donating blood. Additionally, promoting accurate information to the public, providing convenient and accessible services, and building a strong donor network through the participation of various sectors are key factors supporting the behavioral intention to donate blood more consistently. These motivational factors reinforce the willingness and commitment of individuals to donate blood, contributing to a sustainable blood donation system.

2) Motivation promotion in knowledge and attitude significantly influences behavioral intention toward blood donation at a 0.01 significance level.

3) Four main promotion strategies are suggested: (1) developing accurate knowledge and standards in donation processes, (2) fostering positive attitudes through good role models, (3) organizing blood donation events at convenient and safe locations, and (4) creating support and follow-up systems.

A Development Model for Digital-Era School Administration of School Administrators under the Secondary Educational Service Area Office Roi Et

2026-05-13T11:27:07+07:00

Abstract

This research aimed to: (1) investigate the components, indicators, and development guidelines for digital-era school administration of school administrators; (2) construct a development model for digital-era school administration; (3) examine the effects of implementing the model; and (4) evaluate and refine the model. The study was conducted in four phases. Phase 1 identified the components, indicators, and development guidelines through interviews and questionnaires administered to nine experts, 329 school administrators and teachers, and six additional experts. Phase 2 involved constructing and validating the development model with nine experts. Phase 3 examined the implementation results with 15 school administrators. Phase 4 focused on evaluating and refining the model with the same group of 15 participants.

The findings revealed that: (1) digital-era school administration comprised six components, ranked by priority needs index from highest to lowest as follows: integration of digital technology in school administration; promotion of digital innovation in teaching and learning; development of digital culture; formulation of digital vision and policies; enhancement of personnel’s digital leadership; and digital citizenship. The development guidelines were based on the 70:20:10 learning model. (2) The proposed model consisted of six modules, including principles, objectives, content, development processes, measurement and evaluation, and conditions for success. The overall evaluation of the model was at the highest level. (3) Implementation results indicated that school administrators demonstrated increased knowledge and skills in digital-era school administration and exhibited more systematic, data-driven management practices, with schools progressing toward becoming digital organizations. (4) The model was appropriate, contextually relevant, and practical, with the highest level of satisfaction reported. Recommendations included clarifying operational practices within each module, developing a comprehensive implementation manual, and establishing measurable success indicators for continuous evaluation.

The Development of Academic Administration Model in the 21st Century Towards Educational Institution Excellence under the Nakhon Si Thammarat Primary Educational Service Area Office 1

2026-06-19T11:47:02+07:00

This research aimed to: 1) investigate the current conditions, desirable conditions, priority needs, and guidelines for 21st century academic administration toward school excellence under Nakhon Si Thammarat Primary Educational Service Area Office 1; 2) develop a model of 21st century academic administration toward school excellence under Nakhon Si Thammarat Primary Educational Service Area Office 1; and 3) examine and validate the developed model of 21st century academic administration toward school excellence under Nakhon Si Thammarat Primary Educational Service Area Office 1. The study employed a Multi-Phase Mixed Methods Research design consisting of three phases. Phase 1 focused on investigating the current conditions, desirable conditions, and priority needs of 21st century academic administration toward school excellence. The sample consisted of 285 school administrators and teachers under Nakhon Si Thammarat Primary Educational Service Area Office 1 during the 2025 academic year. The sample size was determined based on the Krejcie and Morgan (1970) table, and the participants were selected through probability sampling using a multi-stage sampling technique. Phase 2 involved the development of the model through connoisseurship seminars and model evaluation by 11 experts and specialists selected by purposive sampling. Phase 3 consisted of validating the model through a focus group discussion and model evaluation by 11 school administrators selected through purposive sampling. The research instrument was a questionnaire with a reliability coefficient of .976. The data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI), and the findings were summarized descriptively.

The research findings were as follows:

The overall current condition of 21st century academic administration toward school excellence was at a high level, while the overall desirable condition was at the highest level.
The model of 21st century academic administration toward school excellence under Nakhon Si Thammarat Primary Educational Service Area Office 1 comprised five major parts: (1) the model title, (2) the objectives and conceptual principles of the model, (3) the structure and components of the model, (4) the operational process of the model, and (5) the conditions for successful implementation.

3. The validation results indicated that the developed model achieved the highest level of accuracy, appropriateness, feasibility, and utility in all aspects. Overall, the model was evaluated at the highest level and was considered practically applicable for implementation in educational institutions.

Development of Science Process Skills and Learning Achievement of First-Year Vocational Certificate Students on the Unit of Force and Motion by Using Project-Based Learning Integrated with Sufficiency Economy Philosophy

2026-06-10T16:55:00+07:00

ABSTRACT

The purposes of this research were to 1) construct lesson plans based on project-based learning integrated with sufficiency economy philosophy on the unit of force and motion for first-year vocational certificate students, to meet the defined criteria of 75/75, 2) compare students’ science process skills before and after the intervention, 3) compare students’ learning achievement before and after the intervention, and 4) examine students’ desired characteristics toward the project-based learning integrated with sufficiency economy philosophy. The samples were 21 first-year vocational certificate students from Udon Thani Business Administration Technology College, Udon Thani Province, majoring in Accounting in the Business Administration Program, under the Office of the Vocational Education Commission, in the first semester of the academic year 2025, selected using cluster random sampling.
The research instruments included project-based learning integrated
with sufficiency economy philosophy plans, a science process skills test,
a learning achievement test, and a desired characteristics questionnaire.
The statistics for data analysis were percentage, mean, standard deviation, and t-test for Dependent Samples.

The results were found as follows: 1) the constructed lesson plans had an effectiveness score of 78.57/76.99, which met the set criterion of 75/75, 2) the students’ scientific process skills after the intervention were significantly higher than those of before at the .01 level, 3) the students’ learning achievement after the intervention was significantly higher than that of the intervention at the .01 level, and 4) the students’ desired characteristics toward the project-based learning integrated with sufficiency economy philosophy was at a high level (x̅ = 2.83).

Keywords: Project-Based Learning(1); Sufficiency Economy Philosophy(2); Science Process Skills(3); Learning Achievement(4);

A Development Model for Participatory Academic Administration of the Phrapariyattidhamma Schools, General Education Division, Region 10, under the National Office of Buddhism

2026-07-16T15:31:45+07:00

This research aimed to: (1) investigate the components, indicators, and development guidelines for participatory academic administration; (2) construct a development model for participatory academic administration; (3) examine the effects of implementing the model; and (4) evaluate and refine the development model for participatory academic administration of the Phrapariyattidhamma Schools, General Education Division, Region 10, under the National Office of Buddhism. The study was conducted in four phases. Phase 1 investigate the components, indicators, and development guidelines. Nine experts evaluated the components and indicators, six experts contributed to the development guidelines, and 186 participants served as the sample group. Research instruments included evaluation forms, interviews, and questionnaires. Phase 2 involved constructing and evaluating the development model with nine experts. Phase 3 examined the implementation of the model with 12 participants. Phase 4 focused on evaluating and refining the model based on reflections from the same 12 participants.

The findings revealed that: (1) the components and indicators comprised five dimensions, ranked by priority needs as follows: curriculum development, instructional process development, educational supervision, development of innovative media and educational technology, and measurement and evaluation; (2) the model consisted of principles, objectives, content, development processes, measurement and evaluation, and conditions for success. The development processes incorporated the PDCA cycle, professional learning communities (PLC), and the 70/20/10 development approach. The overall evaluation of appropriateness and feasibility was at the highest level; (3) after implementation, administrators and teachers demonstrated the highest level of knowledge and understanding of participatory academic administration; and (4) the model proved beneficial across all components and can serve as an effective framework for enhancing academic administration in Phrapariyattidhamma Schools.

The Leader of Monks and Health Management of The Monk in Phichit Province

2026-03-06T09:03:20+07:00

This research aimed to study the problems of the health management of monks in Phichit province, to study the factors affecting the effectiveness of health management of monks, and to study the guidelines for developing health management of monks according to the health charter of the Sangha in Phichit province. The research method was a mixed-method quantitative research with a sample of 400 monks. Data was collected from questionnaires. Data were analyzed using descriptive statistics, frequency distribution, percentage, mean, standard deviation, and multiple regression analysis. The stepwise method was qualitative research with interviews of 8 monks. The data was analyzed using content analysis. The results of the research found that :

1) Problems in the management of monks' health in Phichit Province found problems in physical management, eating a balanced diet, exercising, getting enough sleep, learning how to deal with stress, risky behavior, drinking clean and sufficient water, building good relationships with others, allocating time for activities that help relieve stress, seeing a doctor when necessary, and problems in the management of regular health checks.

2) Factors affecting the effectiveness of monks’ health management in Phichit Province were found to be at a high level overall. The factor with the highest average value was budget, followed by location, equipment, personnel, and structural factors. The results of the stepwise multiple regression analysis found that the factor of monks’ health management conditions that affected the effectiveness of monks’ health management in all 4 aspects had an Adjusted R Square value of 0.996 or 99.60 percent, with a statistical significance of 0.05.

3) Guidelines for developing monks’ health management according to the Sangha Health Charter in Phichit Province The research results found that the National Sangha Charter is important for managing monks’ health in many aspects, especially in terms of setting standards of life and performing duties of monks, which will help enhance good physical and mental health for monks, namely, maintaining monks’ standards of life, promoting health care, creating support networks, developing minds and religious training, and preventing mental health problems. Therefore, the National Sangha Charter is an important tool to support monks to have good physical and mental health and to create sustainability in performing religious duties with quality.

Keywords: THE LEADER OF MONKS; MANAGEMENT; HEALTH OF THE MONK

Constructing the Meditation Course of EEC

2026-09-02T15:38:13+07:00

This research aims to construct a meditation course of EEC and test the efficiency of the course. It is qualitative research using the research and development approach. The target group was obtained through purposive selection of 20 participants who had studied and practiced to test the course efficiency for 10 days. Data were collected through the participatory observation, the evaluation forms before and after participating in the research project and the group discussion, and analyzed by using content analysis and descriptive statistics.

The research results found that

The constructed course aim to learn and practice meditation leading to attain the first absorption and application for life and works. It lasts for 10 days composing of the theoritical sesion for 22.30 hours, the practical: main, major, and minor sessions for 77 32 and 31 hours respectively; and orientation and closing sessions for 8 hours. It has a congruence value level of 0.93 out of 1 and an appropriateness value level of 4.73 out of 5.
Course efficiency after three time tests and improvments is as follows

2.1 The results of the evaluation before and after participating in the research project to test the overall effectiveness of the course increased from a low level to the highest level in all 3 areas: 1) knowledge and understanding of the concepts and principles of practicing the meditation of EEC 2) ability to practice the meditation of EEC until the mind is concentrated at the level of first absorption 3) how to apply the meditation of EEC to life and work.

2.2 Satisfaction of the research project participants, overall, was at the highest level with 81.05 percent. The items with the highest level of satisfaction were the knowledge session with 95 percent, followed by 4 items, namely the meditation teacher, the activity facilitator, the main practice session and facilitation with 90 percent.

Development of a Bohmian Dialogue Community Model for Thai Educational Contexts

2026-09-17T10:23:12+07:00

This action research study aimed to develop guidelines, pilot implementation, and present a model for establishing Educational Bohm's Dialogue Communities through PAOR. The three-phase design encompassed: (1) Planning : literature review on Dialogue and Contemplative Education, interviews with four experts, development and expert validation of guidelines and operational manual; (2) Implementation & Observation : six-month field trial with 30–35 voluntary participants, six monthly dialogue circles, data collection via observation forms and After-Action Review; (3) Reflection : peer-learning workshop extracting lessons through inductive content analysis.
Results found that :
First, the guidelines comprise four essential components: egalitarian safe space, facilitator preparation, continuous activity sequencing (Check-in → Deep Listening → Dialogue → Check-out), and Soft Metrics evaluation. The eight-module manual received high validity ratings. Second, participants demonstrated changes across three dimensions: individual (listening awareness), relational (kalayanamitra), and systemic (organizational culture awareness). Third, the proposed model—four dimensions across three implementation phases—functions as an open system adaptable to diverse educational contexts.