Journal of Buddhist Education and Research (JBER)

Enhancing the Morale and Motivation of Teachers Guideline in Schools of Phichit Educational Consortium under Phichit Secondary Educational Service Area Office

Jatuporn Thiangyou, Nontawat Yuttawong — Mon, 12 Jan 2026 00:00:00 +0700

This study aimed to examine the current state of teacher morale and motivation, as well as identify effective strategies for their enhancement, within schools in the Mueang Phichit Educational Cluster under the Phichit Secondary Educational Service Area Office. The sample consisted of 175 participants, including school administrators, government teachers, educational personnel, and subject matter experts. Data were collected using questionnaires and structured interviews, and analyzed through descriptive statistics and content analysis. The results indicated that overall levels of teacher morale and motivation were high. Among the various factors, work achievement received the highest average score, followed by job security. In terms of job security, teachers emphasized the importance of school leaders recognizing dedicated staff, actively listening to teacher input at all levels, and ensuring fairness—particularly in welfare provision and task assignment. For workplace relationships, the findings suggested the need for activities that build collegiality among teachers across subjects and grade levels, while encouraging open dialogue and inclusive participation in decision-making processes. Regarding career advancement, it was recommended that administrators promote continuous professional development, support lifelong learning, and improve the academic promotion system to be more flexible and timely. In the area of work achievement, teachers appreciated recognition and encouragement for those who consistently show dedication and contribute positively to student outcomes and school improvement. They also requested a reduction in administrative duties unrelated to teaching and learning. With respect to the work environment, the study highlighted the need for appropriate working conditions, access to modern equipment, and fair task distribution based on individual strengths and competencies. Finally, in terms of compensation and welfare, the study recommended meaningful forms of recognition—such as presenting flowers to celebrate teacher achievements—as well as initiatives that promote financial literacy, including saving schemes, responsible spending, and contingency funds for official duties.

A Review of Research on Teachers' Professional Identity

Guohui Zhang — Mon, 12 Jan 2026 00:00:00 +0700

Teachers' Professional Identity (TPI) is a dynamic, multi-faceted construct affecting career destinations, pedagogy, and self-concept. The definition, theoretical underpinnings, predominant dimensions, determinant variables, and approaches to researching TPI are discussed in this thesis in a review of the extant literature. The deficits in current and allied studies are critiqued against this to promote development in associated studies.

The Study of Mathematical Problem-Solving Ability on Ratio, Proportion and Percentage for Vocational Certificate Students Using Learning Management Based on Model-Eliciting Activities (MEAs)

Bottamargarn Ko-in, Chanon Chuntra, Tongta Somchaipeng — Mon, 12 Jan 2026 00:00:00 +0700

The objectives of this research were 1) to study the characteristics of learning activities based on Model-Eliciting Activities (MEAs) on ratio, proportion and percentage to promote the ability to solve mathematical problems and 2) to study mathematical problem-solving ability on ratio, proportion and percentage using Model-Eliciting Activities (MEAs). The sample of this research was 27 students of the 1st year Vocational Certificate students of the one classroom in Automotive department at Ayutthaya Technical College in the second semester of the academic year 2024. They were selected by cluster random sampling from 4 classrooms. The research instruments consisted of 5 learning plans based on Model-Eliciting Activities (MEAs) on ratio, proportion, and percentage and mathematical problem-solving ability test on ratio, proportion and percentage which were subjective test with 4 questions. The data was analyzed in terms of percentage, mean, standard deviation, and t-test statistic. The research results found that 1) The learning activity management consists of 4 steps: step 1: presenting the problem situations and using questions to prepare; step 2: implementing the problem; step 3: presenting the problem-solving processes; and step 4: evaluating the results. The roles of the teacher were to prepare and present real-life problem situations to students, divide students into groups, explain the steps of the activities, facilitate learning, use questions to stimulate students to think analytically, and provide suggestions. Meanwhile, the roles of the students were to understand the problem situations, analyze and find solutions, solve the problem collaboratively in the group, present the problem-solving method and the results of their groups in front of the class, discuss the correctness of the problem-solving process and the feasibility of the answer, listen to suggest and improve their group's problem-solving method to be more correctly and completely, And 2) students' mathematical problem-solving ability on ratio, proportion, and percentage after receiving learning activities based on Model-Eliciting Activities (MEAs) was significantly higher than the 60% criterion at the .05 statistical level.

Creative Leadership in the Digital Age for Managing Special Education Centers in Tak Province

Tidarat Thumthiti, Sunet Thongkhamphong — Tue, 13 Jan 2026 00:00:00 +0700

This research aimed to study the current situation and development guidelines for creative leadership in the digital era for the administration of the Tak Provincial Special Education Center. The sources of data included both the general population and experts: 88 teachers and educational personnel from the Tak Provincial Special Education Center in the academic year 2024, and 9 experts. The research instruments consisted of questionnaires and interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The research findings revealed that: Overall, the level of creative leadership in the digital era for the administration of the Tak Provincial Special Education Center was high. When considering each aspect, the highest average score was in flexibility, followed by problem-solving and vision, respectively. The lowest average was found in imagination. The recommended guidelines for developing creative leadership for educational administration in the digital era include establishing clear and creative policies, building collaborative networks with others through imaginative approaches, listening to innovative ideas to develop a shared vision, modifying work processes to be more flexible by eliminating unnecessary steps to enable cooperation in all situations, and promoting participatory problem-solving, including reporting and widely disseminating problem-solving outcomes to all stakeholders.

Guidelines for Teacher Development in Active Learning Management in the Era of Global Disruption for the Mokkala School Group under the Tak Primary Educational Service Area Office 2

Siriporn Chokrut, Sunet Thongkhamphong — Tue, 13 Jan 2026 00:00:00 +0700

This research aims to study the current conditions and problems in active learning management among schools in the Mokkala group, as well as to identify development approaches for teachers in active learning management within the same group. These schools fall under the jurisdiction of the Tak Primary Educational Service Area Office 2. The population and data sources used in this study consisted of 176 teachers from schools in the Mokkala group. The research instruments included questionnaires and interviews. Data were analyzed using percentage, frequency, mean, standard deviation, and content analysis. The research results revealed that the overall condition of active learning management in the era of global disruption among schools in the Mokkala group, under the Tak Primary Educational Service Area Office 2, was at a high level. When considering each aspect individually, the design of learning activities was rated the highest, with an average score in the high range. As for the problems related to active learning management in the context of global disruption, the study found the following: In the design of learning activities, most teachers lacked sufficient knowledge, skills, and experience. In curriculum development, there was a shortage of specialized personnel. In student-centered learning, where students engage in hands-on activities, most instructors lacked effective learning management skills. In the use and development of innovative learning media, most schools lacked modern resources or technological equipment. In authentic assessment and evaluation, most educators had not received adequate training on evaluation criteria. In communication and the exchange of learning experiences, insufficient time was the most commonly cited issue. The proposed guidelines for improving active learning management in the era of global disruption among schools in the Mokkala group are as follows: Designing learning activities: Schools should clearly define student learning objectives, covering Knowledge (K), Process (P), and Attitude (A), with an emphasis on higher-order thinking skills. Curriculum development: Schools should regularly review and update their curriculum to ensure continuous development in response to changes over time. Student-centered learning: Schools should prioritize learning activities that encourage students to think critically and solve problems. Use and development of innovative learning media: Schools should provide training or knowledge-sharing sessions to equip staff with the skills to effectively use a variety of media, innovations, and technologies that suit the content and learning activities. Authentic assessment and evaluation: Schools should adopt policies that encourage students to participate in self-assessment processes. Communication and sharing of learning experiences: Schools should establish a structured framework for thinking, discussion, and experience exchange in a systematic and sequential manner.

The Approach to Promoting the Use of Governance Principles in the Management of Educational Institutions in the Digital Era at Thapla District Primary Schools, Uttaradit Province

Thanaphat Koeitham, Sunate Tongkumphong — Tue, 13 Jan 2026 00:00:00 +0700

This study employed a mixed-methods research design to: 1) investigate the current issues related to promoting the application of good governance principles in the administration of primary schools in the digital era in Tha Pla District, Uttaradit Province; and 2) propose strategies to enhance the implementation of such principles in this context. The research was conducted in two phases. The population consisted of 256 individuals, including school administrators, government teachers, and educational personnel in primary schools within the district. Additionally, nine experts were selected for in-depth interviews. Data collection tools included structured questionnaires and interviews. Descriptive statistics frequency, percentage, mean, and standard deviation were employed, along with content analysis. Findings revealed that the overall level of promotion of good governance in school administration during the digital era was high ( 4.45, 0.40). The principle of participation posed the most significant challenge, while the principle of the rule of law was the least problematic. A key issue identified was the lack of training for teachers and educational personnel regarding new regulations related to digital technology and artificial intelligence (AI). To address these challenges, the study recommends utilizing online platforms to strengthen communication among school administrators, teachers, students, parents, and community members. Suggested tools include school websites, Facebook groups, and Line Official Accounts, which can be used to regularly disseminate information and updates on school activities.

The Educational Innovator of Secondary School Teachers in Education Sandbox

Attapon Wongbubpa, Tharin Rasanond, Kosol Meekun, Achara Wattananarong — Tue, 13 Jan 2026 00:00:00 +0700

This study proposes a conceptual framework for educational management within educational innovation areas, emphasizing the development of educational innovativeness among secondary school teachers. Educational innovativeness is conceptualized as comprising two interrelated dimensions: the dispositional and behavioral aspects. Drawing on the Interactionism Model, the study identifies three categories of influencing factors—social-situational, personal-dispositional, and situational-dispositional—as potential determinants of teachers’ innovativeness. These factors are posited to inform strategic planning for enhancing teachers’ capacity to generate and implement educational innovations. Teachers exhibiting high levels of innovativeness not only contribute to elevating educational quality within innovation zones but also gain increased confidence in designing novel instructional practices. The causal relationships among these factors are expected to predict levels of teacher innovativeness and thereby foster the broader advancement of innovative capacity within secondary schools situated in educational innovation areas.

A Study of the Current and Desired States and Essential Needs for Enhancing Curriculum Quality through Quality Assurance Implementation Based on AUN-QA Criteria of College of Asian Scholars

Chiraphon Kaewphakdee, Jiraporn Vicharapoch, Kularb Purisarn — Tue, 13 Jan 2026 00:00:00 +0700

This research aimed to 1) investigate the current conditions, desired conditions, and priority needs for developing a quality assurance framework based on the ASEAN University Network Quality Assurance (AUN-QA) criteria to enhance curriculum quality at College of Asian Scholars, involving a total of 170 participants comprising administrators, curriculum instructors, support staff, students, and other stakeholders affiliated with College of Asian Scholars. Specifically, the sample included 13 administrators (deans, associate deans, and program chairs), 75 instructors (curriculum coordinators, department heads, and lecturers), 19 support staff, and 63 students. Data collection instruments included a five-point Likert scale questionnaire assessing quality assurance practices based on AUN-QA, and a structured interview exploring perspectives on curriculum development strategies. Quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and Priority Needs Index (PNI). qualitative data were examined through content analysis. The results of the research were as follows: 1. The current situation is at a moderate level overall (x̄ =3.01, S.D. = 0.69) and when considering each aspect, it was found that all aspects were at a moderate level. The aspect with the highest average value was Criterion 3 Teaching and Learning Approach (x̄ = 3.48, S.D.= 0.73) and the aspect with the lowest average value was Criterion 7 Facilities and Infrastructure (x̄ =3.19, S.D.=0.74) 2. The overall desirable condition was at a high level (x̄ =4.11, S.D. = 0.71) and when considering each aspect, it was found that all aspects were at a high level. The aspect with highest average value was Criterion 3 Teaching and Learning Approach (x̄ =4.15, S.D.= 0.69) and the aspect with the lowest average value was Criterion 7 Facilities and Infrastructure (x̄ =4.04, S.D.=0.76) 3. The assessment of the needs found that overall, the need index value was PNImodified=0.365 and when considering each aspect Ranked from most to least, they are: Criterion 7 Facilities and Infrastructure, with the highest need index (PNI_Modified =0.266), Criterion 1 Expected Learning Outcomes (PNI_Modified =0.209) and Criterion 8 Output and Outcomes (PNI_Modified =0.195), respectively and the aspect with the lowest average value was Criterion 6 Student Support Services (PNI_Modified =0.182) respectively.

Development of an Integrated Learning Unit on “The Special Tamarind” to Promote Teamwork Skills in Grade 5 Students at Ban Phee Tai School

Wed, 14 Jan 2026 00:00:00 +0700

The objectives of this research were to: 1) examine the effectiveness of lesson plans using integrated learning on the topic “The Special Tamarind,” 2) study the learning achievement of Grade 5 students who learned through the integrated learning approach on “The Special Tamarind,” 3) investigate the teamwork skills of Grade 5 students who participated in the integrated learning unit, and 4) assess the students' satisfaction with learning through the integrated learning approach. The research results found that 1) The lesson plans implemented through integrated learning on “The Special Tamarind” achieved an effectiveness score (E1/E2) of 82.45/81.27, which exceeded the established criterion of 80/80. This indicates that the lesson plans were effective in enhancing student learning. 2) Grade 5 students had an average pre-test score of 10.35 and an average post-test score of 16.25 out of a total of 30 points. A paired t-test showed a statistically significant difference at the .05 level, indicating that their learning achievement improved after the intervention. 3) In terms of teamwork skills, the highest mean score was for group participation (𝑥̅ = 4.48), followed by listening to group members’ opinions (𝑥̅ = 4.35), responsibility in group tasks (𝑥̅ = 4.25), and collaborative problem-solving (𝑥̅ = 4.02), respectively. 4) The students' overall satisfaction with learning through the integrated learning unit was at the highest level, with a mean score of 4.58. The highest-rated aspect was learning activities (𝑥̅ = 4.67), followed by perceived benefits (𝑥̅ = 4.62) and content quality (𝑥̅ = 4.45).

Process for Promoting Educational Institution Management in the 21st Century to Become a Professional Learning Community of Saiy Nam Wang School Group under the Tak Primary Educational Service Area Office 1

Wuttipong Suttana, Jaruwon Gansub — Wed, 14 Jan 2026 00:00:00 +0700

This research study examines the process of enhancing school administration in the 21st century to establish professional learning communities within the Wang River School Cluster under the Tak Primary Educational Service Area Office 1, with two primary objectives: 1) to investigate the current state of the school administration enhancement process for developing professional learning communities, and 2) to identify developmental approaches for improving this process. Utilizing a mixed-methods research design, the study is divided into two phases: an analysis of the existing administrative enhancement process and an exploration of potential development strategies. The study population comprised 136 participants, including school administrators and teachers from the Wang River School Cluster, along with seven experts. Data collection instruments included questionnaires and interviews, with analysis conducted through frequency distributions, percentages, means, standard deviations, and content analysis. The findings revealed that the overall state of the administrative enhancement process was rated at a high level (μ = 4.39, σ = 0.44), with planning scoring highest, followed by implementation, control, and organizational structuring, respectively. Recommended developmental strategies include assigning technology specialists as instructional mentors for teachers, rotating leadership roles among community members to ensure collective participation, collaboratively defining and mutually acknowledging team responsibilities, and establishing structured schedules for continuous professional knowledge exchange.

Guidelines for Administration of Student Care and Support System in the Digital Era, KOR MUE HLEG school group under the jurisdiction of TAK primary educational service area office 2

Thawatchai Nampud, Somchai Angsuchotmetee — Wed, 14 Jan 2026 00:00:00 +0700

This research aimed to accomplish two primary objectives: 1) to examine the current conditions and challenges in the administration of the student care and support system in the digital era among the Khormuelek school group under the Tak Primary Educational Service Area Office 2, and 2) to propose development guidelines for enhancing the administration of this system. The study involved a total of 226 participants in the 2024 academic year, comprising educational experts, school administrators, government teachers, and educational personnel. Data collection tools included questionnaires and interview protocols. The data were analyzed using descriptive statistics—percentage, frequency, mean, and standard deviation—as well as content analysis. The findings revealed that the overall and specific aspects of the administration of the student care and support system were rated at a high level. The most critical issues identified were in the areas of student screening and student referral, followed by challenges related to student promotion, individualized student understanding, and prevention and problem-solving. Based on these findings, development guidelines were proposed. These included encouraging schools to hold orientation sessions for parents, enabling teacher collaboration in setting screening criteria, promoting joint problem analysis between administrators and teachers, supporting cooperation between educators and parents in preventive measures, and establishing databases and communication channels with relevant external agencies for timely referrals. The feasibility and usefulness of the proposed guidelines were rated at a high level in both overall and specific aspects.

Guidelines for Developing Operational Practices in Compliance with Educational Management Standards of the Special Education Center Uttaradit Province

Soawalak Phukkacha, Sunet Thongkhamphong — Wed, 14 Jan 2026 00:00:00 +0700

This research aimed to study the conditions and problems of the implementation of the educational management standards of the special education center in Uttaradit Province and to find guidelines for developing the implementation of the educational management standards of the special education center in Uttaradit Province. The population and data sources used in this research were 83 school administrators and teachers of the special education center in Uttaradit Province in the 2024 academic year and 9 qualified persons. The instruments used were questionnaires and interviews. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and content analysis. The research results found that 1) The conditions of the implementation of the educational management standards of the special education center in Uttaradit Province were overall at a high level. 2) The problems of the implementation of the educational management standards of the special education center in Uttaradit Province in terms of student quality, in terms of preparing for the transfer of students with special abilities, were the most problematic. In terms of the administrative and management processes, in terms of organizing or adjusting the physical environment of the educational institution according to the potential and type of disability, were the most problematic. In terms of the teaching and learning process that focuses on students, in terms of designing individual education plans. 3) Guidelines for developing the implementation of the educational management standards of the special education center In Uttaradit Province, including the quality of learners, i.e. teachers and personnel should receive training in individual teaching and learning management and understand the needs of learners; administrative and management processes, i.e. administrators should participate in special education training and support the training of teachers and personnel to have appropriate teaching and learning management skills; design a curriculum that emphasizes the development of real-life skills and social skills; and the teaching and learning management process that emphasizes learners, i.e. teachers and personnel in the center should organize flexible teaching and learning that is appropriate for the abilities of students.

Guidelines for the Development of Participatory Instructional Administration among Teachers in Saiy Nam Wang School Group under the Tak Primary Educational Service Area Office 1

Suthamat Srimanee, Nontawat Yuthawong — Wed, 14 Jan 2026 00:00:00 +0700

This research aimed to 1) study the conditions and problems of participatory instructional administration among teacher’s Saiy Nam Wang school group under the Tak primary educational service area office 1, and 2) find to develop participatory instructional administration among teacher’s Saiy Nam Wang school group under the Tak primary educational service area office 1. The research used a mixed-method. The population consisted of 136 school administrators and teachers in the Saiy Nam Wang school group under the Tak primary educational service area office 1, and 9 experts. The tools were questionnaires and structured interviews. Data were analyzed by frequency, percentage, mean, standard deviation, and content analysis. The results of the research found that: overall participatory instructional administration among teacher’s was at a high level (μ = 4.38, σ = 0.42). Participation in decision-making was the highest and participation in work performance were the lowest. Problems of participatory instructional administration among teacher’s: teachers do not participate in planning classroom arrangements, student admissions and teacher assignments, do not participate in implementing instructional projects until they achieve their objectives, do not participate in supervising, monitoring and evaluating instructional activities according to their knowledge and aptitudes, and are not members of the professional learning community of the school group. Guidelines for developing participatory instructional administration among teacher’s should allow teachers to participate in decision-making on restructuring the administration and development of learning, be on the committee to propose instructional development guidelines and allocate budgets, use evaluation results to develop teaching and learning and self-development, invent and develop innovations to evaluate salary increases and professional status.

Guidelines for Promoting the Operation of Learning Centers for Children in Uttaradit Hospital

Phatsachon Phattarakunpong, Sunet Thongkhamphong — Wed, 14 Jan 2026 00:00:00 +0700

This research aims to study the conditions and issues in operating the Learning Center for Children at Uttaradit Hospital, and propose guidelines to enhance its operation. The study involved 44 participants, including school administrators, hospital administrators, teachers from the hospital learning center, teachers from learning support centers, school teachers, multidisciplinary hospital teams, and parents of children receiving services. The research instruments included an assessment of the conditions and challenges in operating the hospital learning center and structured interviews. Data analysis was conducted using frequency, percentage, mean, standard deviation, and content analysis. The findings revealed that: (1) the overall operation of the Learning Center for Children at Uttaradit Hospital was at a high level; (2) the most significant challenges were the misalignment between Individualized Education Plans (IEPs) and personalized lesson plans, followed by disparities in students' academic performance compared to their respective grade levels, and reluctance among parents to withdraw their children from the center; (3) guidelines for proposing the learning center’s operations included prioritizing children with critical needs, training teachers to provide appropriate care, using educational assessments and parental input for accurate student classification, collaborating with medical teams and utilizing databases for tailored education plans, promoting family engagement, ensuring a well-structured transition for discharged students, and maintaining continuous communication and long-term learning plans to support students' integration into the formal education system effectively.

Development of Problem-Based Learning Activities on Atmosphere to Promote Scientific Problem-Solving Ability for Mathayom 1 Students

Patomporn Pechampai, Wareerat Kaewurai — Wed, 14 Jan 2026 00:00:00 +0700

The purposes of the research were to (1) create and evaluate the efficiency of problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students following the 75/75 efficiency criteria; (2) Apply and investigate the results of problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students. The sample consisted of 21 seventh-grade students of Tha Sao Pittayakhom School, semester 2, academic year 2024, selected by purposive sampling. The instruments used were problem-based learning activities and problem-solving ability tests. The statistics used in data analysis included means, standard deviations, a T-test dependent samples, and a one-sample T-test. Based on the findings, it was concluded that: (1) create and evaluate the efficiency of problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students following the 75/75 (1.1) Problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students follow a six-step process: 1) Problem definition, 2) Problem comprehension, 3) Research, 4) Knowledge synthesis, 5) Summarization and evaluation, and 6) Presentation and assessments. The appropriateness was at the highest level ( x̄ = 4.11, S.D. = 0.82). (1.2) The efficiency of problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students was 75.80/76.23, related to the specified criteria. (2) Apply and investigate the results of problem-based learning activities on Atmosphere to promote scientific problem-solving ability for Mathayom 1 students. (2.1) After applying problem-based learning activities, the students' scientific problem-solving ability was significantly higher than before-class at a statistical level of .05. (2.2) The 7th-grade students’ scientific problem-solving ability after problem-based learning activities classes was significantly higher than the specified criteria at a statistical level of .05.

Yoga Practices in the Kaṭha-Upaniṣad

Thu, 15 Jan 2026 00:00:00 +0700

The ultimate goal of yoga is to escape from the cycle of birth and death. Yoga in the Upaniṣads emphasizes the Ātman, Jivātman, Paramātman and Brahman. It is a practice that uses the mind to control the Indrīya (consciousness). The Kaṭha-Upaniṣad, one of the 108 Upanishads, contains many interesting Hindu philosophical teachings, especially on yoga or meditation. The content of the scripture tells the story through two people: Yama as the teacher and Najiketa as the listener. Yama explains how to meditate to examine oneself, to distinguish opposites from each other, to control emotions and senses, to focus inward, to restrain speech, to unite the mind with wisdom, and to have the ultimate God, Brahman, as the goal. Most importantly, practicing yoga requires diligence and discipline. Practitioners will have to face many tests and obstacles before finding the path to success, which is the attainment of enlightenment.

Academic Leadership of Administrators Affecting Internal Supervision in Schools under Songkhla Primary Educational Service Area Office 3

Kotchapon Kotchapalayook, Navarat Waichompu — Tue, 20 Jan 2026 00:00:00 +0700

This research aimed to: 1) study the level of academic leadership of school administrators, 2) study the level of internal supervision within schools, and 3) investigate the impact of academic leadership of school administrators on internal supervision within schools. Data collection was conducted using a questionnaire. Statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and multiple regression analysis. The research results found that academic leadership of school administrators, Songkhla Primary Educational Service Area Office 3, in terms of communicating school goals, was at the highest level overall (x̄ = 4.60, SD= 0.44). Supervision within the school, schools under the Songkhla Primary Educational Service Area Office 3, was at the highest level overall and in each aspect (x̄ = 4.62, SD= 0.37). Academic leadership of administrators affecting supervision within the school, schools under the Songkhla Primary Educational Service Area Office 3, was statistically significant at the 0.01 level, with a predictive coefficient (R2) of 0.761.

Satisfaction of Service Recipients with the Services of Hinkhon Subdistrict Administrative Organization, Chakkarat District, Nakhon Ratchasima Province

Sasimapron Sroykratoke, Lukkana Thurabut — Wed, 28 Jan 2026 00:00:00 +0700

The research purpose was to evaluate the satisfaction levels of service recipients on the services of Hinkhon Subdistrict Administrative Organization, Chakkarat District, Nakhon Ratchasima Province, including the service process aspect, the service channels aspect, the service personnel aspect, and the facilities aspect; and to evaluate the satisfaction levels on the community development and social welfare work. The population was the people lived in area of Hinkhon Subdistrict Administrative Organization; the sample group was the 400 people. The research instrument was the questionnaire. The data analysis statistics were the frequency, percentage, mean, and standard deviation. The research findings were: 1. The people lived in area of Hinkhon Subdistrict Administrative Organization had the overall satisfaction of service was at high level; the descending mean were the community development and social welfare work, the income or tax collection work, the public health work, and the education work, respectively. 2. The results of the satisfaction assessment of service recipients according to the criteria of the Local Government Organization Central Commission found that the public was satisfied with the overall service at a level of 4.88 percent, with a score of 10. When considering each aspect order from most to least: the income or tax collection work was at 98.20 percent, with a score of 10; the community development and social welfare work was at 97.80 percent, with a score of 10; the public health work was at 97.60 percent, with a score of 10; and the education work was at 96.40 percent, with a score of 10.

Guidelines for Prevention and Student Support of Harms on Social Media for Schools under the Secondary Educational Service Area Office

Sasichon Khampow, Varinthorn Boonying — Wed, 28 Jan 2026 00:00:00 +0700

This research aimed to 1) study the situation of online harms faced by students in schools under the Phichit Secondary Educational Service Area Office; and 2) propose guidelines for preventing and assisting students from online harms in these schools. The research used a qualitative research method, divided into two stages: the first stage involved studying the harms on social media faced by students in schools under the Secondary Educational Service Area Office, and the second stage focused on proposing the guidelines for prevention and student support of harms on social media for school under the Secondary Educational Service Area Office. The research findings revealed that the issues of harms on social media faced by students in secondary schools under the Secondary Educational Service Area Office have increased compared to the past. The harms were categorized into threats to personal and community safety, harm to health and well-being, hate and discrimination, violation of dignity, invasion of privacy, and deception and manipulation. The causes of these harms were linked to the students, parents, schools, peer groups, content, content production on social media, as well as policies and laws. The impacts of these harms were felt by students, families, schools, and society. The guidelines for prevention and student support of harms on social media for school under the Secondary Educational Service Area Office consisted of six areas 1) knowing students individually, 2) screening students, 3) promoting and developing, 4) prevention and problem-solving, 5) referral, and 6) cooperation and support from relevant agencies and stakeholders. The evaluation results showed that these guidelines were highly feasible and appropriate for implementation.

Development of a Web Application for the Teaching Practicum Course in Educational Institutions, College of Asian Scholars

Chaiwat Wallapa, Jiraporn Vicharapoch, Thidaratana Lertwittayakul — Wed, 28 Jan 2026 00:00:00 +0700

This research aims to 1) study the problems and needs in developing a web application for the teaching practice course in educational institutions at Asia Graduate School. 2) To develop web applications and 3) to study the results of using web applications. This research was a research and development format. The research was divided into 3 stages: 1) study of the problem and needs, 2) develop a web application, and 3) Study the results of using the web application. The sample group consisted of 180 executives, teachers, and students in the Teacher Professional Certificate Program of College of Asian Scholars, it was divided into 2 groups: 8 teachers and administrators and 172 current students and alumni of College of Asian Scholars. The instruments used were interview forms, system evaluation forms, suitability, feasibility, accuracy and usefulness evaluation forms, and satisfaction questionnaires. Data were analyzed using basic statistics, including means and standard deviations. The research results found that 1) the problems and needs in web application development were at a high level (x̄ = 4.49, S.D. =0.45), with the highest need being a system to help coordinate with teachers and training centers (x̄ = 4.65, S.D. =0.58). 2) The developed web application was evaluated at the highest level in terms of appropriateness (x̄ = 4.83, S.D.=0.06), feasibility (x̄ = 4.82 S.D. =0.08), validity (x̄ = 4.90 S.D. =07), and usefulness (x̄ = 5.00 , S.D. = 0.01). And 3) User satisfaction was at a high level (x̄ = 4.26, S.D. = 0.64), with the highest satisfaction being when checking the date and time of system login (x̄ = 4.38, S.D. =0.76). The results of this web application development research show that the developed web applications can meet the needs of users from all relevant sectors as much as possible. There was a trial of the web application for the teaching practice course in educational institutions for relevant persons to try out, and then there were improvements based on suggestions and then it was brought back for further trial. It makes the system efficient and safe, and increases the efficiency of managing teaching practice subjects effectively.

The The Effects of an Attention Enhancement Program Using Board Games Based on Constructionism Theory among Lower Secondary School Students

Gitiya Rachaponsan, Sasinan Sirithadakunlaphat, Warankorn Supwirapakorn — Thu, 29 Jan 2026 00:00:00 +0700

This quasi-experimental study aimed to examine the effectiveness of a board game-based learning program grounded in constructionism theory in enhancing attention among lower secondary school students. The participants were 58 students enrolled in the 2024 academic year, equally divided into experimental and control groups. They were selected through matched-pair sampling based on low scores on the Attention Network Test (ANT), which was used to measure their level of attention at three time points: before the intervention, after the intervention, and two weeks post-intervention. The experimental group received a 12-session intervention over four weeks, with three 90-minute sessions per week, while the control group received no intervention. Data was analyzed using repeated-measures ANOVA with one between-subjects factor and one within-subjects factor. Bonferroni pairwise comparisons were used to examine significant differences. The findings revealed that: 1) students in the experimental group demonstrated significantly higher attention scores than those in the control group (p < .05); 2) the differences remained statistically significant at follow-up; 3) post-intervention scores within the experimental group were significantly higher than pre-intervention scores; and 4) follow-up scores were also significantly higher than baseline scores (p < .05). These results suggest that a board game-based instructional approach aligned with constructionism may be beneficial in promoting attention among lower secondary school students. students.