Dhammathas Academic Journal

The Educational Policy for The Development of The Early Childhood Education Curriculum at The Kunming Preschool Teachers' Training College, Yunnan Province, People's Republic of China, which Focuses on Producing Competent Teachers for Professional Practice in Thailand

Peng Chao — 2024-12-14

The purposes of this research were 1) to analyze the competencies and capabilities of Chinese teachers teaching early childhood education in Thailand, 2) to study approaches for developing early childhood education curricula, and 3) to provide educational policy recommendations for developing early childhood education curricula focused on producing competent teachers for professional practice in Thailand, specifically for the Kunming Preschool Teachers' Training College, Yunnan Province, People's Republic of China. It is a mixed-methods research combining quantitative and qualitative approaches. The research tools included a questionnaire for 15 Chinese teachers teaching early childhood education in educational institutions, semi-structured interviews with 16 representatives from educational organizations in Thailand and China, and content analysis of the results from objectives 1 and 2 to provide policy recommendations.
The results revealed that:
1. The overall capability of Chinese teachers was rated as low, and the overall competency in teaching was rated as moderate. The area with the highest average was positive interaction, followed by promoting children's development, which also showed moderate competency.
2. Proposed strategies for developing the early childhood education curriculum included improving the curriculum to motivate students to pursue teaching careers in Thailand, adding courses related to teaching Chinese as a foreign language, enhancing the competencies of Chinese teachers, and fostering educational collaboration.
3. The educational policies for developing early childhood education curricula to produce competent teachers for professional practice in Thailand consisted of 1) a policy for developing early childhood education curricula focused on producing competent teachers in teaching Chinese, adding courses and essential skills; 2) a policy for developing the competencies of early childhood education students by improving their capabilities and competencies for the workforce; and 3) a policy for fostering collaboration between educational institutions in Thailand and China through student and faculty exchanges, research, and collaborative curriculum development between institutions.

The Development of a Problem-based Learning Management Model to Enhance Problem-Solving Ability and Computational Thinking of Junior High School Students in Educational Opportunity Expansion Schools

Patchaya Srisamer — 2024-12-14

The purposes of this research were 1) studying the index necessity of problem-based learning management model for enhance problem solving ability and computational thinking of junior high school students in educational opportunity expansion schools, 2) to develop problem-based learning management model. Examples include teachers of science and technology, subject total of 46 persons and junior high school students in educational opportunity expansion schools total of 333 persons under the Amnat Charoen Primary Educational Service Area Office. In semester 2, academic year 2023, Obtained from stratified random sampling, and five experts were obtained through purposive sampling. Research tools include questionnaire the necessity of problem-based learning management model, a problem-based learning management model, a user guide, learning management plan, and tests of problem-solving ability and computational thinking. Statistics used were averages, priority needs index, and content validity index.
The results revealed that:
1. Results of the study of the priority needs index in learning management. It aimed at revealed that the highest priority needs index of teachers includes problem solving ability (PNI _Modified = 0.303). And the highest priority needs index of students includes computational thinking (PNI _Modified = 0.278).
2. The development of problem-based learning management model. It aimed at revealed that the content validity index of learning management model passed the quality criteria (CVI between 0.80-1.00) and suitability overall at the highest level ( = 4.72). And learning management model aimed at interesting. It is appropriate, easy to understand, the content is continuous, and activities stimulate learning very well.

A Model for Developing Creative Leadership in the Office of the Private Education Commission

Gunyarat Omori — 2024-12-15

The purposes of this research were 1) study an element and indicators of creative leadership of teachers, 2) investigate a current condition, desired s condition, and needs, 3) create a developing model and 4) evaluate a use of developed model. Is a mixed method research consisted of 4 phases: 1) study the documents and use the assessment form with 7 informants 2) use the assessment form with a sample of 377 people, collecting data by sending questionnaires online 3) interview 5 people with Best Practices and evaluated by 9 experts using the Connoisseurship technique and 4) Eight teachers used a knowledge test as an instrument. The instruments have a consistency index of each 1.00, Data were analyzed using content analysis, descriptive statistics, mean, standard deviation, and calculate the index of essential needs.
The results revealed that:
1. The creative leadership of teachers is 4 components, 14 indicators: 1) Imagination (4 indicators), 2) Flexibility (4 indicators), 3) Vision (3 indicators), and 4) Creativity (3 indicators).
2. The perspective of the current condition was at a high level; the desired condition was at the highest level; the first necessary need was Creativity.
3. The development model created consists of 4 elements and follows a four-stage development process: (1) Preparation (2) Training (3) Implementation and Knowledge Exchange and (4) Evaluation.
4. The teachers had the highest level of development after participating in the development model activity and teachers were at the highest level of satisfaction with the development model.

The Development of Write Summary Ability and Creative Thinking Competency of Grade 7 Students Using the Process Writing with the Graphic Organizer

Jantrathip Chaweevong — 2024-12-15

The purposes of this research were 1) develop grade 7 students’ write summary ability using the process writing with the graphic organizer. and 2) develop grade 7 students’ creativity thinking competency using the process writing with the graphic organizer. The samples were 42 students in the seven grade 10/1 classroom of the second semester of the academic year 2023, Phorncharaenwittaya school, Bueng Kan Secondary Education Service Area. The research implemented an active learning methodology composed of a cyclic process of planning, acting, observing, and reflecting. The research instruments used were 1) one-hour the process writing with the graphic organizer lesson plans: 2) reflection instruments consisting of post-lesson assessments and students’ work assessments: and 3) evaluation instruments consisting of write summary ability assessment and a creativity thinking competency assessment. The analytics of the study were 1) in-depth qualitative analysis, analyzing data, interpreting, summarizing, and reporting results in explanation: and 2) quantitative analysis and statistics, representing in average, percentage, and standard deviation.
The results revealed that:
1. Grade 7 students learning with the process writing and the graphic organizer have developed their write summary ability with an average score of 44.62 of the total score of 50, accounting for 85 percent, and 37 students, accounting for 88.10 percent of the students, passed the standard, which is higher than the qualification standard.
2. The students with the process writing and the graphic organizer have improved their creativity thinking competency with an average score of 77.29 of the total score of 100, accounting for 77.29 percent, and 37 students, accounting for 88.10 percent of the students, have passed the standard, which is higher than the qualification standard.

Educational Institution Administration Model Towards International Standard Schools According to the Four Noble Truths of Private Schools under the Angthong Provincial Education Office

Weerayuth Wongkhiao — 2024-12-15

The purposes of this research were 1) study needs of educational institution administration towards international standard schools of private schools under the Ang Thong Provincial Education Office, 2) develop a model for educational institution administration to international standard schools according to the principles of the Four Noble Truths of private schools, 3) Evaluate the Educational Institution Administration Model towards International Standard Schools According to the Four Noble Truths of Private Schools under the Angthong Provincial Education Office. Mixed methods research with 3 steps: Step: Study needs of educational institution administration towards international standard schools. The sample consisted of 365 teachers and parents of private schools under the Ang Thong Provincial Education Office. The research tool was a questionnaire. Data were analyzed by statistics, mean, standard deviation, and Priority Needs Index. Step 2: Develop the model by interviewing 10 key informants. The research tool was a semi-structured interview form, and group discussion with 9 experts. The research tool was a question guideline in group discussion. Data were analyzed by content analysis. Step 3: Evaluate a model. The sample consisted of 191 administrators and teachers of private schools under the Ang Thong Provincial Education Office. The research tool was an evaluation form. Data were analyzed by statistics, mean, and standard deviation.
The results revealed that:
1. The needs of educational institution administration towards international standard schools of private schools under the Ang Thong Provincial Education Office, all over PNI _Modified = 0.277, Management with a quality system PNI _Modified = 0.285, Organizing teaching and learning activities using international standard formats PNI _Modified = 0.274, Developing educational institution curricula by comparing them with international standard curricula PNI _Modified = 0.272.
2. Developing an educational institution administration model towards international standard schools according to the 4 Noble Truths of private schools under the Ang Thong Provincial Education Office, consisted 1) principles, 2) objectives, 3) integration, 4) application, and 5) evaluation.
3. The evaluation of the model was at the highest level in every aspect, namely the appropriateness aspect 4.67, and the feasibility aspect 4.60, respectively.

Guidelines for Managing the Learning Ecosystem towards Desired Outcomes of Learners in Basic Education

Radchadaporn Samyong — 2024-12-15

The purposes of this research were 1) to synthesize and confirm the components of the learning ecosystem, 2) to study the processes and best practices in managing the learning ecosystem, and 3) to develop and validate management guidelines for the learning ecosystem. The sample group consisted of 500 participants, administrators and teachers affiliated with the Basic Education Commission. The research tools included questionnaires on perceptions of the learning ecosystem components, with an Item Objective Congruence (IOC) value between 0.80 and 1.00, with a reliability value 0.969. Data were collected through questionnaires, analyzed using Mplus software for confirmatory factor analysis, and supplemented with qualitative data gathered from interviews with 7 qualified individuals. Additionally, focus group discussions with 7 qualified individuals were conducted to validate the management guidelines for the learning ecosystem. And interviews to explore management guidelines. Analyze data used content analysis.
The results revealed that:
1. The learning ecosystem comprised five components: 1) educational policies and strategies, 2) learning content, 3) personnel, 4) learning culture, and 5) learning resources.
2. Effective management of the learning ecosystem requires promoting and supporting four main areas: 1) reasons/motivations contributing to system development, 2) management processes, 3) success conditions affecting system management, and 4) recommendations.
3. Management guidelines for achieving desired learning outcomes encompass 5 main aspects: 1) principles, 2) objectives, 3) methods/processes, 4) success conditions, and 5) recommendations. Overall, the validation of these guidelines demonstrated high levels of suitability, feasibility, and utility.