Journal of Education and Innovation

TEACHERPRENEURSHIP AS A META-SKILL FOR TRANSFORMATIONAL LEADERSHIP: CONCEPTUALIZATION AND VALIDATION

Chi Che — Wed, 30 Sep 2026 00:00:00 +0700

Chinese private higher education institutions (HEIs) face market–policy pressures requiring rapid innovation and leadership enactment beyond formal roles. This study tests whether teacherpreneurship can be conceptualized and validated as a leadership-enabling meta-skill bundle (TEB–MS) that strengthens transformational leadership (TL) behaviors and predicts work performance, knowledge-sharing/communities-of-practice engagement, and career adaptability/success. This study contributes by conceptualizing teacherpreneurship as a higher-order meta-skill construct that integrates adaptive, relational, creative, and strategic capabilities within a unified leadership-enabling framework. Using a time-lagged validation design with faculty and academic staff from multiple Chinese private HEIs (N = 654), TEB–MS was modeled as a second-order construct comprising adaptive expertise/learning agility, relational dynamics, creative agility, and strategic synthesis, and evaluated using CFA and SEM. CFA supported the second-order structure. TEB–MS predicted TL (β = .52, p < .001), TL predicted outcomes (β = .54, p < .001), and the indirect effect was substantial (β = .28, p < .001) with partial mediation (direct β = .10, p < .05). Academic management support and distributed leadership/empowerment climate strengthened the TEB–MS → TL relationship. These findings suggest that private HEIs should strengthen both faculty capability development and enabling academic management conditions if they aim to convert teacher initiative into visible transformational leadership and institutional improvement.

ENHANCEMENT OF ENGLISH READING COMPREHENSION THROUGH READER RESPONSE STRATEHIES (RRS) FOR GRADE-9 STUDENTS

Jeerathakwan Ruanjna, Suphornthip Thanaphatchottiwat — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were: 1) to compare students’ English reading comprehension ability before and after learning through Reader Response Strategies, and 2) to examine students’ satisfaction with the learning activities based on Reader Response Strategies. The sample consisted of 18 Matthayomsuksa 3 students at Thungkalowittaya School, Uttaradit Province, during the second semester of the 2025 academic year (B.E. 2568), selected through purposive sampling. The research instruments included: 1) five lesson plans based on Reader Response Strategies totaling 20 instructional hours, 2) a 20-item four-option multiple-choice English reading comprehension test, and 3) a student satisfaction questionnaire. Data were analyzed using mean (), standard deviation (SD), and dependent t-test. The findings revealed that: 1) students’ post-test English reading comprehension scores were significantly higher than their pre-test scores at the .05 level. The mean pre-test score was 7.39 (SD = 2.05), while the mean post-test score was 14.39 (SD = 1.84), with a t-value of 19.90; and 2) students’ satisfaction with the learning activities was at the highest level overall ( = 4.53, SD = 0.65).

THE CONSTRUCTION OF FOUR-TIER DIAGNOSTIC TEST ON ENGLISH GRAMMAR ABILITY FOR MATHAYOMSUKSA 3 STUDENTS

Katesiree Somsa, Krittayakan Topithak — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were 1) to construct and examine the quality of a four-tier diagnostic test on English grammar ability. and 2) to study English grammar deficiencies. The sample consisted of Mathayomsuksa 3 students currently studying in the second semester of the 2025 academic year from schools under the Secondary Educational Service Area Office Sukhothai 870 students, this was divided into two phases: phase 1the pilot testing to explore learning disabilities 240 students. Phase 2 the pilot testing of a diagnostic test to determine the quality of the instruments 395 students, and the sample for data collection 235 students. The research instruments included 1) a test used to explore students’ grammar deficiencies 2) a four-tier diagnostic test on English grammar ability. The research findings indicate that 1)The construction and examination of the four-tier diagnostic test on English grammar ability for Mathayomsuksa 3 students consisted of in 42 items. Each item comprised four tiers: Answer tier (A-tier), Confidence of Answer tier (CA-tier), Reason tier (R-tier), and Confidence of Reason tier (CR-tier). And the quality of the diagnostic test showed that the Index of item-objective congruence (IOC) ranged from 0.60 - 1.00. The difficulty index at the answer tier ranged from 0.29 - 0.79 and at the reason tier from 0.22 - 0.74. The discrimination index at the answer tier ranged from 0.21 - 0.80 and at the reason tier from 0.24 - 0.70. The reliability was calculated using the Kuder–Richardson Formula 20 (KR-20) was 0.93 for the Answer tier (A-tier) and 0.87 for the Reason tier (R-tier). and 2) The results of the investigation into English grammar deficiencies of Mathayomsuksa 3 students found that majority of students were classified in the misconception group. The most misconceptions were found in the topic of verb to be agree with the subject, asking and answering questions to provide information using the Past Simple Tense and Past Perfect Tense.

ANALYZING STUDENTS' SCIENTIFIC REASONING PATHWAYS TOWARDS HEALTH PRODUCT INFORMATION

Jidapha Promsing, Tatsarin Wannagatesiri — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were 1) to analyze the ability levels and patterns of scientific reasoning, and 2) to classify the types of scientific misconceptions and reasoning gaps of upper secondary school students regarding health supplement product information. This research employed a descriptive survey design to assess the current state. The target group consisted of 20 Grade 11 students, who were selected using purposive sampling. The research instrument was a scientific explanation ability assessment based on the Claim-Evidence-Reasoning (CER) framework using four health product advertisement case studies: chlorophyll drinks, collagen, glutathione, and vitamin C-infused water. The instrument demonstrated Content Validity with an IOC ranging from 0.67–1.00. Data analysis was performed using content analysis and descriptive statistics. The inter-rater reliability correlation coefficient was 0.87 The results revealed that students exhibited a scientific reasoning pattern of 'intuitive decision-making without a reasoning base.' While they demonstrated a high ability to identify claims (62.5%), indicating decision-making confidence, their capacity for evidence and reasoning was severely limited. Specifically, only 3.75% and 2.5% of students were able to provide completely accurate evidence and level 3 reasoning, respectively, reflecting that students’ reasoning gap. Furthermore, in-depth analysis identified misconceptions categorized into three main phenomena: 1) the structural trap, where students linked molecular structural similarity to functional equivalence; 2) the numerical trap, where students adhered to high advertising figures while neglecting the principle of homeostasis; and 3) the biological black box, where students lacked understanding of metabolic processes, leading to beliefs in direct nutrient absorption. These findings highlight the urgent need to develop learning processes that emphasize critical thinking and media literacy through scientific inquiry.

LINEAR STRUCTURAL EQUATION MODEL OF FACTORS AFFECTING QUALITY SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA

Phonnaphat Saengsuwan , Akkaluck Pheasa, Wannika Chalakbang — Wed, 30 Sep 2026 00:00:00 +0700

The purpose of this study was to develop and examine the consistency of a linear structural equation model of factors affecting quality schools under Sakon Nakhon Primary Educational Service Area. The sample consisted of 530 school administrators and teachers under Sakon Nakhon Primary Educational Service Area Office in the 2025 academic year, selected through multistage sampling. The data were collected using a set of 5-level rating scale questionnaire, with validity index between 0.80 to 1.00, discrimination power index between 0.29 to 0.91, and reliability index 0.98. The statistical analyses included frequency, percentage, mean, standard deviation, Pearson’s product–moment correlation coefficient, and structural equation modeling (SEM). The results revealed that: 1) Linear Structural Equation Model of Factors Affecting Quality Schools comprised four factors: the 21st century skills of school administrators, innovative leadership of administrators, teacher characteristics, and teacher performance. 2) Linear Structural Equation Model of Factors Affecting Quality Schools was consistent with the empirical data (χ² = 68.85, p-value = 0.07, df = 53, χ²/df = 1.29, RMSEA = 0.02, GFI = 0.99, AGFI = 0.95). which received the highest direct influence, the highest indirect and overall influence from the 21st century skills of school administrators. When considering the predictive coefficient of the four factors: the 21st-century skills of school administrators, innovative leadership of administrators, teacher characteristics, and teacher performance, it was found that they could altogether explain 99 percent of the variance in quality schools.

THE ENHANCEMENT OF GRADE 11 STUDENTS’ MATHEMATICS ACHIEVEMENT USING GROWTH MINDSET AND ASSESSMENT FOR LEARNING INSTRUCTION

Natthaphon Suwankham, Thananun Thanarachataphoom, Sareeya Chotitham — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were the following: 1) to compare the mathematics achievement between students who received the learning management using growth mindset and Assessment for Learning instruction and students who received conventional learning management. and 2) to compare the satisfaction of instruction between students who received the learning management using growth mindset and Assessment for Learning instruction and the students who received conventional learning management. This research was a quasi-experimental design in the characteristics of a Solomon four-group design. The sample was grade 11 students, Arts-Language study plan, semester 2, academic year 2025, Rachineeburana School, amounting to 4 classrooms, divided into an experimental group of 2 classrooms amounting to 72 students and a control group of 2 classrooms amounting to 74 students, obtained through cluster random sampling. The instruments used in the research were 1) the learning management plans using growth mindset and Assessment for Learning instruction, 2) the mathematics achievement test, 3) the manipulation check, and 4) the student satisfaction evaluation form towards learning management. The research results found that 1) The students who received the learning management using growth mindset and Assessment for Learning instruction had significantly higher Mathematics achievement than the students who received conventional learning management at the .05 level. And 2) The students who received the learning management using growth mindset and Assessment for Learning instruction had significantly higher satisfaction towards the learning management than the students who received conventional learning management at the .05 level.

CONSTRUCTION OF FOUR-TIER DIAGNOSTIC TEST TO INVESTIGATE MISCONCEPTIONS IN POLYNOMIALS AMONG EIGHTH GRADE STUDENTS

Thipsuda Thiptanee, Saifon Vibulrangson — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to 1) construct a four-tier diagnostic test in Polynomials among eighth-grade students 2) examine the quality of the four-tier multiple-choice diagnostic test, and 3) interpret the diagnostic results of misconceptions in Polynomials among eighth-grade students. The sample consisted of 411 Grade 8 students in the 2025 academic year from schools under the Sukhothai Secondary Educational Service Area Office. The participants were selected using multi-stage random sampling. The research instrument was a four-tier multiple-choice diagnostic test comprising four sequential tiers: the answer tier, the confidence in the answer tier, the reasoning tier, and the confidence in the reasoning tier. The results revealed that the constructed diagnostic test covered four key conceptual areas and consisted of 32 items. The quality analysis indicated that the Index of Item–Objective Congruence ranged from 0.60 to 1.00. The difficulty indices ranged from 0.41 to 0.78 for the answer tier, and from 0.33 to 0.78 for the reasoning tier. The discrimination indices ranged from 0.21 to 0.53 for the answer tier, and from 0.20 to 0.66 for the reasoning tier. The reliability coefficients, calculated using the Kuder–Richardson Formula 20 (KR- 20) were 0.86 for the answer tier and 0.87 for the reasoning tier. The diagnostic findings showed that students exhibited the highest level of misconceptions in subtraction of polynomials. Common misconceptions included errors in term distribution, incorrect application of negative signs, and improper combination of like terms.

THE DEVELOPMENT OF PROBLEM-BASED LEARNING (PBL) ACTIVITIES INTEGRATED WITH DATA STORYTELLING TO ENHANCE MATHEMATICAL COMMUNICATION AND REPRESENTATION SKILLS ON STATISTICS FOR GRADE 9 STUDENTS

Thanyarut Charoensuk, Namthip Ongardwanich — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were 1) to develop and determine the efficiency of learning activities based on the 75/75 efficiency criteria, 2) to study the effects of the implemented learning activities, and 3) to examine the satisfaction of Grade 9 students toward the learning activities. The target group consisted of 20 Grade 9 students from Namrin Phittayakhom School, selected through simple random sampling using the school as the sampling unit. The study followed the Research and Development process. The research instruments included learning activity plans, an appropriateness evaluation form for the learning activities, mathematical communication and representation skills test, field notes, and a student satisfaction questionnaire. The research findings were as follows 1) Development and Efficiency the overall appropriateness of the developed learning activities was at the highest level ( = 4.69, SD = 0.48). The efficiency of the learning activities (E1/E2) was 77.26/76.67, which met the established criteria of 75/75. 2) Learning Outcomes of the learning activities, which integrated Problem-Based Learning (PBL) with data storytelling techniques, showed that the students' post-test scores were significantly higher than their pre-test scores at the .05 level. Furthermore, students demonstrated the ability to qualitatively apply knowledge to daily life, and their post-learning performance was significantly higher than the 75% criterion at the .05 level, and 3) Student Satisfaction the Grade 9 students’ overall satisfaction toward the learning activities was at a high level ( = 4.43, SD = 0.47).

ADMINISTRATIVE FACTORS AFFECTING LEARNING ORGANIZATION OF SCHOOLS UNDER THE KAMPHAENGPHET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Chutima Diying, Chamnan Panawong — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to: 1) examine the levels of school administrative factors, 2) investigate the levels of learning organization in schools, 3) study the relationship between administrative factors and learning organization, and 4) develop predictive equations for administrative factors affecting learning organization. The sample consisted of 99 school administrators and 99 teachers selected through stratified sampling based on Krejcie and Morgan’s table. Data were collected using a five-point Likert scale questionnaire concerning administrative factors affecting learning organization. The data were analyzed using frequency, percentage, mean, standard deviation, and Stepwise Multiple Regression Analysis. The findings revealed that: 1) the overall level of school administrative factors was high, 2) the overall level of learning organization in schools was high, 3) administrative factors were positively correlated with learning organization at a high level (r =.503 – .640, p < .01), 4) the administrative factors affecting learning organization included administrators’ leadership (X₁), organizational culture (X₃), learning-supportive environment (X₄), and organizational structure (X₅). The multiple correlation coefficient (R) equal to 0.777 and the square of the multiplicative correlation coefficient (R2) equal to 0.604. The predictive power was 60.40 percent, which can be written in predictive equations of raw scores and standard scores, as follows:
= 0.782 + 0.194 (X₁) + 0.232 (X₃) + 0.136 (X₄) + 0.239 (X₅)
= 0.225 (X₁) + 0.305 (X₃) + 0.170 (X₄) + 0.291 (X₅)

THE DEVELOPMENT OF A PROJECT-BASED LEARNING MODEL TO ENHANCE INNOVATION CREATION SKILLS FOR PHYSICAL EDUCATION STUDENTS AT NAKHON SAWAN RAJABHAT UNIVERSITY

Suprakit Wiriyakit — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to: 1) develop a Project-Based Learning (PBL) management model to enhance innovation creation for physical education students at Nakhon Sawan Rajabhat University; 2) study the outcomes of the innovation creation; 3) compare students' learning achievements before and after learning; and 4) investigate students' satisfaction. The sample consisted of 40 second-year physical education students, selected using purposive sampling. The research instruments included a 7-step PBL management model, a 15-week lesson plan, an innovation creation ability assessment form, a learning achievement test, and a satisfaction questionnaire. The data were analyzed using mean, standard deviation, and a Paired Sample t-test. The research results revealed that: The developed PBL management model consisted of 7 steps: defining the problem, researching and seeking knowledge, planning, implementing, presenting and evaluating, reflecting, and assessing. 1) The developed PBL management model consisted of 7 steps: defining the problem, researching and seeking knowledge, planning, implementing, presenting and evaluating, reflecting, and assessing. 2) The students' overall ability to create innovations was at a high level (M = 4.33, SD = 0.62), with the highest scores in ethics and teamwork. 3) The students' learning achievement after learning (M = 17.70) was significantly higher than before learning (M = 13.70) at the .05 statistical level. 4) The students' satisfaction with the learning model was at the highest level (M = 4.67, SD = 0.48), with the consensus that the model was highly effective in developing creativity and responsibility.

GUIDELINES FOR EDUCATIONAL INSTITUTION LEADERSHIP TOWARD EXCELLENCE IN BASIC EDUCATION

Teerapong Sakoolbawornkiat, Monnapat Manokarn, Tharn Thon-ngok — Wed, 30 Sep 2026 00:00:00 +0700

Leadership toward excellence is a key mechanism for improving school quality, based on the Office of the Basic Education Commission Quality Award (OBECQA) framework. This study aimed to (1) assess priority needs, (2) examine best practices, and (3) develop and validate guidelines for school leadership towards excellence. A three-step research design was employed. Step 1 involved studying priority needs for developing school leaders towards excellence from 232 school administrators, using a questionnaire from which data were analyzed by mean, standard deviation, and the modified Priority Needs Index (PNI_modified). Step 2 explored best practices from nine administrators through semi-structured interviews, of which data were analyzed by content analysis. Step 3 focused on the development and validation of guidelines by five experts, with data analyzed using mean and standard deviation. The findings revealed that the current conditions were at a high level, while the desired conditions were at the highest level. The most critical need was measurement, analysis, and knowledge management (PNI_modified = 0.345), followed by workforce and strategy. Best practices consisted of three key components: leadership processes across three categories, success factors, and recommendations. The developed guidelines comprised five components and were rated at the highest level in terms of appropriateness and feasibility. These findings suggested that evaluating information systems for decision-making, enhancing workforce engagement, and promoting agile strategic management were essential for driving basic education institutions towards sustainable excellence.

THE DEVELOPMENT OF A SOCIAL STUDIES INSTRUCTIONAL MODEL USING SOCIAL CONSTRUCTIVISM THEORY INTEGRATED WITH THE CONCEPT OF SOCIAL JUSTICE AND THE DIALECTICAL PROCESS TO PROMOTE LEGAL LITERACY AND CIVIC IMAGINATION OF HIGH SCHOOL STUDENTS

Nanthaporn Rodphol, Siriwan Vanichwatanavorachai — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: 1) to study and analyze the fundamental data for developing a social studies instructional model, 2) to investigate the needs for a social studies instructional model, and 3) to develop and evaluate the quality of the social studies instructional model. The research instruments included: 1) a document analysis form, 2) an interview form for stakeholders, 3) a needs assessment questionnaire for stakeholders, 4) a focus group discussion guidelines for experts, and 5) an evaluation form for assessing the quality of the instructional model. The statistics used for data analysis were mean (M), standard deviation (SD), and content analysis. The research findings were as follows: The results of the analysis of basic data and needs regarding the development of a social studies instructional model revealed that teachers and experts required learning management that connects law with real-life situations, uses case studies to develop analytical thinking and a sense of justice, and integrates civic imagination. Learner-centered approaches were emphasized through discussion, argumentation, and collaborative knowledge construction. Authentic assessment focusing on thinking processes, participation, and performance tasks was recommended to develop students into rational citizens capable of critical thinking and contributing to a just society. The results of the needs assessment of social studies teachers in demonstration schools nationwide showed an overall modified priority needs index (PNI_modified) of 0.026. The highest priority need was in the area of measurement and evaluation (PNI_modified = 0.059). For students, the overall PNImodified was 0.010, with the highest priority also in measurement and evaluation (PNI_modified = 0.022). The social studies instructional model consisted of five components: 1) principles, 2) objectives, 3) learning process, 4) measurement and evaluation, and 5) conditions for successful implementation. The overall quality of the model was rated at the highest level.

DEVELOPING PHENOMENON-BASED LEARNING MANAGEMENT WITH GAMIFICATION TO PROMOTE ANTI-CORRUPTION CONSCIOUSNESS AMONG UPPER ELEMENTARY SCHOOL STUDENTS THROUGH INTEGRATED CLASSROOM MANAGEMENT IN SMALL SCHOOLS

Natagit Tabtim, Krittayakan Topithak — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research were: 1) to develop and determine the efficiency of Phenomenon-Based Learning (PhBL) combined with Gamification based on the 80/80 efficiency criteria; 2) to study the effects of implementing this learning approach, specifically: 2.1) to compare the anti-corruption consciousness of upper primary school students before and after the intervention, and 2.2) to compare their post-intervention anti-corruption consciousness against the 80% criterion; and 3) to investigate student satisfaction toward the PhBL and Gamification approach in promoting anti-corruption consciousness. The study employed a Research and Development (R&D) design. The sample consisted of 9 upper primary school students from BanNaNok School, Wang Khuang, PhranKratai, Kamphaeng Phet, selected through purposive sampling. The research instruments included: 1) lesson plans, 2) an anti-corruption consciousness scale, and 3) a student satisfaction questionnaire. The statistical methods used for data analysis were mean, standard deviation, and dependent t-test. The research results were as follows: 1) The Phenomenon-Based Learning combined with Gamification approach for promoting anti-corruption consciousness consisted of 4 lesson plans (2 hours each, totaling 8 hours). The efficiency (E1/E2) was 85.19/77.78, which met the established 80/80 criteria; 2) After the intervention, students’ anti-corruption consciousness scores were significantly higher than their pre-test scores and significantly higher than the 80% criterion at a .05 level of statistical significance; and 3) Overall student satisfaction toward the learning approach was at the highest level ( = 4.60, SD = 0.43).

GUIDELINES FOR SUPPORTING TEACHERS’ MENTAL WELL-BEING IN PRIMARY SCHOOLS UNDER PHAYAO PRIMARY EDUCATION SERVICE AREA OFFICE 1

Sirinapa Kunchai, Tharn Thongngok, Phattharamanat Sritrakul — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to (1) investigate the current and desired states and priority needs for supporting teachers’ mental well-being in primary schools under Phayao Primary Educational Service Area Office 1; (2) examine best practices of schools demonstrating excellence in promoting teachers’ mental well-being; and (3) develop and validate guidelines for supporting teachers’ mental well-being. Mixed methods research design was employed in three phases. The participants included 268 teachers, 4 school administrators with best practice, 1 school psychologist, and 5 experts, totaling 278 participants. Research instruments consisted of a 5-point Likert scaled questionnaire, a semi-structured interview form, and guidelines evaluation form. Data was analyzed using mean, standard deviation, Modified Priority Needs Index (PNI_modified), and content analysis. The findings revealed that: (1) the overall current state of teachers’ mental well-being was at a high level ( = 3.97, SD = 0.62), while the desired state was at the highest level ( = 4.58, SD = 0.31); with the highest priority need on professional and occupational well-being (PNI_modified = 0.25); (2) best practices emphasized holistic integration of work, mind, and life, with administrators playing a key role; and (3) the developed guidelines comprising three components (rationale and principles, guidelines for supporting teachers’ mental well-being and conditions for success) received validation at the highest level across all dimensions.

DEVELOPMENT OF DIGITAL RESILIENCE MEASUREMENT FOR HIGH SCHOOL STUDENTS

Wiparat Orantichachat, Laphatphitcha Surawatakul — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to develop and examine the psychometric properties of a Digital Resilience Scale for upper secondary school students. The sample consisted of 268 upper secondary school students from six schools under the Secondary Educational Service Area Office Nakhon Pathom, selected through stratified random sampling combined with simple random sampling. The research instrument was a five-point Likert-scale Digital Resilience Scale for upper secondary school students. The findings revealed that: 1) the scale comprised three components: understanding risks, recovery from stress, and help-seeking behavior. The item-level content validity index (I-CVI) ranged from .67 to 1.00, while the scale-level content validity index (S-CVI) was .98. Items with I-CVI values below 1.00 were revised based on expert recommendations prior to data collection. 2) The overall reliability of the scale was at a good level (ω = .813). The reliability coefficients for each component were as follows: understanding risks (.804), recovery from stress (.812), and help-seeking behavior (.825). The results of the confirmatory factor analysis (CFA) demonstrated that the measurement model showed an excellent fit to the empirical data, with χ²(118, n = 268) = 120, p = .432, CFI = .999, TLI = .998, SRMR = .049, and RMSEA = .008, which were within acceptable criteria and at an excellent level.

IMPLEMENTING MATHEMATICAL MODELING ACTIVITIES TO ENHANCE MATHEMATICAL PROBLEM-SOLVING AND REPRESENTATION ABILITIES IN STATISTICS (2) FOR GRADE 8 STUDENTS

Choocheep Phaiwanmankong, Wanintorn Poonpaiboonpipat — Wed, 30 Sep 2026 00:00:00 +0700

This action research aimed to study the instructional approaches and the effects of implementing mathematical modeling learning activities to promote mathematical problem-solving and representation abilities on the topic of Statistics (2) for Grade 8 students. The target group consisted of 39 Grade 8 students from an extra-large secondary school in Kamphaeng Phet Province. The research instruments included lesson plans, reflective learning logs, activity sheets, and test of mathematical problem-solving and representation abilities. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using descriptive statistics. The research findings revealed that: 1) The instructional approaches used in the mathematical modeling learning activities focused on the following Keys: 1.1) utilizing real-life situations to facilitate easier problem understanding; 1.2) employing scaffolding questions to clearly enhance problem analysis; 1.3) emphasizing data verification to ensure accurate and reasonable solutions; and 1.4) creating a supportive atmosphere with appropriate opportunities to boost students’ confidence in presentations. 2) Students demonstrated a clear improvement in both mathematical problem-solving and representation abilities. During the learning process through activity sheets, the majority of students performed at Levels 2 and 3, whereas, after the learning intervention, the results from the test to Level 3. The sub-component with the highest score was understanding the problem, followed by planning and selecting problem-solving strategies, summarizing the answer, and carrying out the plan and applying problem-solving strategies, respectively. Regarding mathematical representation ability, results were consistent during and after the learning process, with most students achieving Level 4. The highest proficiency was found in verbal representation, followed by visual and symbolic representations, respectively.

GUIDELINES FOR DEVELOPING TEACHERS’ DIGITAL COMPETENCY UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Wattana Peshsangharn, Supangjit Kanrayakaew, Phongsak Srichan — Wed, 30 Sep 2026 00:00:00 +0700

This research employed a mixed-methods approach and had two objectives: 1) to investigate the current and desirable conditions and priority needs of teachers’ digital competency under Loei Primary Educational Service Area Office; and 2) to develop and evaluate guidelines for developing teachers’ digital competency. The sample consisted of 335 teachers under Loei Primary Educational Service Area Office, selected through stratified random sampling according to school size. The research instruments included a questionnaire, a semi-structured interview form, and an evaluation form. Data were analyzed using mean, standard deviation, content analysis, and the Modified Priority Needs Index (PNI_modified). The findings indicated that the overall current condition of teachers’ digital competency was at a high level ( = 3.78), while the desirable condition was at the highest level ( = 4.78). The priority needs analysis indicated that digital literacy had the highest priority (PNI_modified = 0.330), followed by digital use (0.270), adaptability to digital change (0.235), and digital problem-solving (0.224), respectively. The developed guidelines comprised four components, totaling 40 guidelines, based on the 70:20:10 learning model. The evaluation results by experts indicated that the guidelines were at the highest level in terms of appropriateness, feasibility, and usefulness.

THE TAC MODEL: PROCESS AND TEMPORAL DYNAMICS OF THESIS COMPLETION

Laddawan Someran, Supansa Thaitham — Wed, 30 Sep 2026 00:00:00 +0700

This study aims to analyze the structure of the thesis completion process, temporal behavior, and process-related factors influencing acceleration and delay in thesis completion using a qualitative case study approach. The research instruments included a research timeline record, a plan-versus-actual analysis form, and a reflective process log. Data were analyzed using inductive thematic analysis combined with process analysis. The findings reveal that the thesis completion process can be categorized into four phases: preparation, execution, synthesis, and publication. In the controllable phases, process acceleration occurs due to effective resource utilization, such as proactive planning, parallel task management, and continuous feedback. In contrast, the publication phase is characterized by structural constraints arising from external factors, particularly the peer-review process, leading to delays. Based on these findings, the study proposes the Thesis Acceleration and Constraint Model (TAC Model), which conceptualizes thesis completion as a dual-speed process system. The results suggest that successful thesis completion depends on the ability to balance acceleration mechanisms and structural constraints across different phases of the process. The study contributes to a process-based understanding of thesis completion by explaining how time, resources, and structural constraints interact across different phases of academic work.

EFFECTS OF INDUCTIVE INSTRUCTION AND FEEDBACK ON SUMMARY WRITING SKILL OF LOWER SECONDARY STUDENTS

Kanokporn Meephok, Tasanee Satthaphong — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: 1) to compare the summary writing abilities of lower secondary school students in the experimental group before and after implementing inductive learning management combined with feedback; and 2) to compare the summary writing abilities between the experimental group taught through inductive learning management with feedback and the control group taught using conventional methods. The research sample, selected through multi-stage sampling, consisted of 60 Grade 9 (Matthayomsuksa 3) students during the second semester of the 2025 academic year, divided equally into an experimental group (n = 30) and a control group (n = 30). The experimental treatment lasted for 12 hours. The research instruments included: 1) lesson plans based on inductive learning management and feedback, 2) conventional lesson plans, and 3) pre-test and post-test summary writing ability assessment tools. Data were analyzed using arithmetic mean, standard deviation (SD), paired samples t-test, and independent samples t-test. The findings revealed that: 1) after the experiment, the overall summary writing ability of the sample group was statistically significantly higher than before the experiment at the .05 level, with the mean score increasing from 10.80 (SD = 0.90) before the experiment to 12.53 (SD = 1.71) after the experiment and 2) the summary writing ability of the experimental group taught through inductive learning management with feedback was statistically significantly higher than that of the control group taught by conventional methods at the .05 level, with the experimental group scoring a mean of 12.82 (SD = 0.82) and the control group scoring a mean of 9.65 (SD = 0.75), which was consistent with the hypothesis.

CULTIVATING COMPETENCES FOR DEMOCRATIC CULTURE THROUGH COLLABORATIVE VIRTUAL EXCHANGE AMONG THAI AND JAPANESE PRE-SERVICE EFL TEACHERS

Phayao Nusen, Motoko Abe, Piyanat Chantakhat, Jutiyanee Permthanjit — Wed, 30 Sep 2026 00:00:00 +0700

As the classrooms become culturally and linguistically diverse, teacher education programs are required to provide future teachers with appropriate competences to effectively interact across cultures. One such pedagogical practice is virtual exchange, which may be used as a tool for the development of intercultural and democratic competences of the learners through online cooperation between people coming from different cultural backgrounds. This research aimed at examining the effectiveness of virtual exchange in building competences for democratic culture (CDC) of Thai and Japanese pre-service EFL teachers. The research focused on the identification of competences which are being developed through virtual exchange; examination of the factors which facilitate such development; as well as on exploring the areas where improvement is still needed. The sample consisted of 22 pre-service teachers from Thailand and Japan collaborating online to create an ideal school. The participants filled out the CDC questionnaire before and after seven collaborative sessions, made a group video presentation, provided reflection sheets, and participated in semi-structured interviews (n=22). Questionnaire data were analyzed using descriptive statistics, while data from reflection sheets and interviews were examined through content analysis based on the Reference Framework of Competences for Democratic Culture (RFCDC). The findings revealed significant improvements in knowledge and critical understanding of language and communication (M = 3.46, SD = 0.63, t = 12.84, p < .001, d = 2.737), followed by linguistic, communicative, and plurilingual skills (M = 2.81, SD = 0.72, t = 11.01, p < .001, d = 2.348), and openness to cultural otherness and to other beliefs, world views, and practices (M = 2.12, SD = 1.03, t = 5.79, p < .001, d = 1.233). However, improvements in critical and civic competences remained limited. The effectiveness of virtual exchange depended largely on thoughtful pedagogical design that balanced collaboration with criticality, and interaction with reflection. Furthermore, virtual exchange can help develop pre-service teachers to be globally aware and prepare to address the challenges of diverse and multicultural classrooms in the future.

FEMALE LEADERSHIP, ORGANIZATIONAL CLIMATE, AND TEACHER JOB PERFORMANCE IN A CHINESE APPLIED UNIVERSITY: TESTING A MEDIATION MODEL

Jian Tong, Pornthep Rupan, Weeraphat Phatarakul — Wed, 30 Sep 2026 00:00:00 +0700

Female leadership is expanding across Chinese higher education, yet how it translates into teacher job performance remains underspecified, particularly in applied, technology-oriented universities and in studies that explicitly test the intervening mechanism rather than a direct effect. Drawing on transformational leadership, organizational climate, and Leader–Member Exchange (LMX) theories, this study examines whether organizational climate mediates the relationship between female leadership and teacher job performance at a Chinese applied university. A cross-sectional survey was administered to 145 full-time teachers selected by proportional stratified sampling, using an 85-item Likert instrument with strong reliability (Cronbach’s α = .97) and sampling adequacy (KMO = .83). Data were analyzed using Pearson correlations and hierarchical multiple regression, with mediation assessed through Baron and Kenny’s procedure together with the indirect-effect estimate. Female leadership predicted teacher performance, but this effect became non-significant once organizational climate was entered, whereas climate remained a strong predictor, indicating full mediation. Organizational climate therefore appears to be the proximate channel through which female leadership relates to teacher performance, extending the leadership–climate–performance chain to a non-Western, applied-university context and underscoring climate as a high-leverage focus for institutional policy. Because the data are cross-sectional and self-reported from a single institution, causal and common-method inferences are limited; bootstrap mediation and longitudinal, multi-source designs are recommended for confirmation.

DEVELOPMENT OF TRUE CONSONANT CLUSTERS PRONUNCIATION SKILLS THROUGH GAME-BASED LEARNING ACTIVITIES FOR GRADE 2 STUDENTS AT WICHIAN CHOM SCHOOL

Nithikan Maneeon, Hathairat Srichaichana, Natraratchuhta Chaisawat — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were 1) to develop true consonant clusters (ร, ล, ว) pronunciation skills through Game-based Learning for Grade 2 students at Wichian Chom School, and 2) to compare the students’ pronunciation skills before and after the intervention. The population consisted of 40 Grade 2 students at Wichian Chom School during the first semester of the 2025 academic year. The sample comprised 5 Grade 2 students selected through purposive sampling. The research instruments included 1) 12 Game-based Learning lesson plans, 2) educational games, and 3) a true consonant clusters pronunciation test. The lesson plans and educational games were evaluated by experts and found to be at the highest level, while the pronunciation test was validated using the Index of Item-Objective Congruence (IOC). Data were analyzed using median, interquartile range, and the Wilcoxon Matched-Pairs Signed-Rank Test. The results revealed that, first, the true consonant clusters (ร, ล, ว) pronunciation skills of the Grade 2 students through Game-based Learning were at a very good level, with a pre-test median score of 7 (ranging from 6 to 8) and a post-test median score of 15 (ranging from 14 to 15). Second, the post-test pronunciation skills of true consonant clusters (ร, ล, ว) of the Grade 2 students after the intervention were significantly higher than their pre-test scores at the .05 level.

DEVELOPMENT OF A TRAINING CURRICULUM TO ENHANCE THE ABILITY TO CREATE LEARNING WITH PARENTS FOR EARLY CHILDHOOD EDUCATION STUDENTS

Narintip Kornpuang — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to develop a training curriculum to enhance the ability to create learning with parents for early childhood education students by integrating executive function (EF), psychological capital, experiential learning, and professional learning communities (PLC) with the professional standards for early childhood teachers B.E. 2568 of the Teachers’ Council of Thailand. A four–phase research was employed: 1) a needs assessment with 24 second–year early childhood student teachers, 2) curriculum and implementation manual development and quality appraisal by five experts, followed by a pilot study with 10 second–year early childhood majors at Pibulsongkram Rajabhat University, 3) curriculum implementation with 24 second–year student teachers, and 4) curriculum evaluation with 24 student teachers and 20 volunteer parents using Kirkpatrick’s four–level model. Research instruments included a needs assessment questionnaire, curriculum and manual appraisal forms, a satisfaction scale, a behavioral observation form, a knowledge test, and focus group protocols. Data were analyzed using mean, standard deviation, modified priority needs index, dependent t–tests, and content analysis. Results indicated high priority needs in all four domains of students’ ability to create learning with parents, with parent education and role enhancement ranked highest (PNI_modified = 0.596). The developed curriculum and implementation manual were rated at the highest level of appropriateness Student teachers reported the highest level of satisfaction and their post–training knowledge scores were significantly higher than pre–training scores Behavioral changes and curriculum outcomes were also rated at the highest level while qualitative findings revealed that parents gained deeper knowledge, more positive attitudes, and more constructive parenting practices in supporting young children’s learning.

FLOOD DISASTER PREPAREDNESS: GUIDELINES FOR THAILAND (PART 1)

Jakkrit Jantakoon, Supornthip Thanapatchotiwat, Wareerat Kaewurai — Wed, 30 Sep 2026 00:00:00 +0700

Floods are a frequent disaster that causes widespread loss in many regions of the world. The severity of these events is increasing due to climate change, which is causing more extreme rainfall and flash floods. In Thailand, floods over the past several decades have had significant impacts on lives, the economy, society, and the education system. This reflects the vulnerability of areas and communities to disaster risks. Education on flood risk reduction is therefore a crucial mechanism for minimizing losses and enhancing societal adaptability. Schools, in particular, play a crucial role in developing students' knowledge, skills, and awareness in preparation for readiness. This article aims to provide guidelines for school administrators and teachers in high-risk areas to create risk reduction learning programs, prepare students, and then disseminate this knowledge to parents and the community. The article presents the importance of risk reduction for schools and the roles of administrators, teachers, and stakeholders in risk reduction. An integrated approach to flood disaster learning focuses on applying learning concepts and theories to reduce flood risk, these include disaster education, systems thinking, resilience-oriented learning, Protection Motivation Theory, experiential learning, and transformative learning. These perspectives provide essential knowledge and conceptual foundations for administrators, teachers, educational personnel, academics, and researchers to design learning experiences that prepare individuals and communities to anticipate, respond to, and manage flood disasters, while strengthening long-term community resilience.

EFFICIENCY THROUGH SCRUM-BASED TEAMWORK AND CREATIVE LEADERSHIP

Nadchaya Supho, Phitthaya Saengsawang, Anucha Kornpuang — Wed, 30 Sep 2026 00:00:00 +0700

This academic article aims to propose a framework for developing student council teamwork by integrating the Scrum framework with Creative Leadership to enhance operational efficiency within secondary schools. A comprehensive review of literature and related research indicates that the student council serves as a fundamental platform for nurturing democratic citizenship and collaborative learning. However, in an era of constant societal shifts, traditional operating models often lack agility required to keep pace with rapid global changes. The analysis reveals that the core principles of Scrum - namely Transparency, Inspection, and Adaptation when combined with its iterative process focusing on flexibility, short Sprints, consistent monitoring, and continuous improvement, can be effectively synthesized with Creative Leadership. This leadership style, which encompasses vision, flexibility, adaptability, imagination, teamwork, and creativity, empowers student council members to maximize their potential. Such integration fosters innovative problem-solving and tangibly elevates the efficiency of school activities and organizational performance.