Journal of Srilanchang Review

DIGITAL LEADERSHIP DEVELOPMENT COMPONENTS OF SCHOOL ADMINISTRATORS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE

2023-10-31T14:13:33+07:00

Abstract

This research explores the digital leadership requirements of school administrators within the jurisdiction of the Sakon Nakhon Primary Educational Service Area Office, Area 3. The study employs a two-step research approach, 1) starting with the synthesis of digital leadership components based on an analysis of 12 relevant sources and documents. 2) the study assesses the applicability and relevance of these digital leadership components for educational institution administrators using a rating scale. The research tools include a 5-level scale questionnaire, and the data analysis employs statistical measures such as frequency, percentage, mean, and standard deviation.

The research findings reveal:

Digital leadership among school administrators encompasses five key components: 1) digital vision, 2) digital literacy, 3) digital communication, 4) collaboration, 5) digital culture.
The evaluation of the suitability of these digital leadership components for educational institution administrators indicates an overall high level of relevance and applicability. These components are ranked from highest to lowest in terms of suitability as follows: digital vision, collaboration, digital communication, digital literacy, digital culture.

Keywords: Needs; Digital leadership; School administrators

NEEDS ASSESSMENT IN THE MANAGEMENT DEVELOPMENT OF THE NONSAWANG PONGPUAI KAISEE SCHOOL NETWORK UNDER BUENG KAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

2023-10-03T09:10:34+07:00

This research aims to 1) Study the developmental components of the network administration of Non Sawang, Pong Puei, Kai Si schools. 2) Study the current condition and the condition that should be About the administration. 3) Assess the need for the development of the management of the school network group of Non Sawang, Pong Puei, Kai Si Schools. 4) Study the development guidelines for the administration of Non Sawang, Pong Puei, Kai Si schools. The samples used in the research were school administrators and teachers in the group of Non Sawang Pong Puei Kai Si School. Academic Year 2022, a total of 106 people, divided into 11 school administrators and 95 teachers. The sample size was determined using the Krejcie and Morgan table. The acquisition of the sample was stratified random. The research tool was a questionnaire with a 5-point estimation scale with a reliability of 0.98. Statistics used in data analysis were percentage, mean, standard deviation. And needs index

The results showed that: 1) Administrative components of the school network found that there were 8 components. 2) The current situation and the situation that should be related to the administration of Non Sawang Pong Puei Kai Si School Network under Bueng Kan Primary Educational Service Area Office found that the current condition was at a moderate level. As for the condition that should be at a high level. 3) The results of the needs assessment are necessary for the development of the administration of the Non Sawang Pong Puei Kai Si School network group under Bueng Kan Primary Educational Service Area Office. It was found that there was a need for the development of all components. 4) Appropriate guidelines for developing the administration of Non Sawang Pong Puei Kai Si School Network under Bueng Kan Primary Educational Service Area Office, there are 8 components as follows administration and operation of network groups roles and responsibilities of participation of network members supervision, monitoring, evaluation network coordination network leadership skills network member development network group objectives and having a shared vision

GUIDELINES FOR RISK MANAGEMENT OF SCHOOL UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2024-01-01T22:26:13+07:00

The purposes of the research were to study current conditions desirable conditions and needs of risk management in school, to study guidelines of risk management in school and, and to assess guidelines of risk management in schools. The study was divided into three phases. The first phase was the study of current conditions, desirable conditions and needs of risk management in schools. The sample consisted of 64 school administrators and 188 teachers, selected by using Krejcie and Morgan table, including the stratified random sampling. The instrument was the rating scale questionnaire. The second phase was the study of school risk management guidelines, comprising two steps; the first step of data collection from three school administrators by the in-depth interview, and the second step of data collection from nine experts by the focus group discussion. The third phase was the assessment of school risk management guidelines by five experts by the questionnaire. The statistics used for data analysis consisted of frequency distribution, percentage, arithmetic mean, standard deviation and the modified priority needs index (PNIM). The descriptive analytics was used for the qualitative data analysis. The results of the research revealed that the current condition of risk management in the schools under Loei Primary Educational Service Area Office 2 was totally found at the high level (x̅ = 3.78, S.D. = 0.62). The desirable condition was totally found at the highest level (x̅ = 4.84, S.D. = 0.37) and the modified priority needs index in the descending order were 1. Risk Identification (PNI_modified = 0.293), 2. Risk Management (PNI_modified = 0.285), and 3. Risk Assessment (PNI_modified = 0.280). The other finding disclosed that the guidelines on school risk management comprised four compositions. The first risk identification consisted of three methods, four activities/projects and four practices. The second of risk management consisted of three methods, four activities/projects and four practices. The thire risk assessment consisted of three methods, four activities/projects and four practices. The fourth risk monitoring and evaluation consisted of three methods, four activities/projects and four practices. Another finding was the evaluation of school risk management guidelines by five experts. The overall result was at the highest level (x̅ = 4.92, S.D. = 0.19). Individually considered in the descending order, they were the utility (x̅ = 4.99, S.D. = 0.03), the feasibility (x̅ = 4.89, S.D. = 0.25), and the propriety (x̅ = 4.87, S.D. = 0.30), respectively.

GUIDELINES FOR COMPETENCY DEVELOPMENT OF SCHOOL ADMINISTRATORS IN THE DIGITAL ERA UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-01-01T22:35:52+07:00

The objectives of the research were (i) to study the current condition, desired condition, and need for guidelines for competency Development of school administrators in digital era, (ii) to Create the guidelines for competency development of school administrators in digital era, and (iii) to evaluate the guidelines for competency development of school administrators in digital era under Loei Primary Educational Service Area Office 1. The research sample consisted of 302 participants; 34 administrators and 268 teachers, selected by the stratified random sampling. The research instruments consisted of questionnaires; in-depth interviews; semi-structured interviews; focus group discussions and connoisseurship. The statistics used for data analysis were percentage, mean (), standard deviation (S.D.), and priority needs index (PNI), and presentation of qualitative data analysis result. The findings were as follows: 1) Current state of guidelines for developing the competency of school administrators in the digital age under Loei Primary Educational Service Area Office 1, the overall level was at a high level (x̅ = 3.74, S.D. = 0.65), a desirable condition. Overall, it was at the highest level (x̅ = 4.81, S.D. = 0.36). And the priority index of essential needs was sorted from highest to lowest average of the top 3. These include: 1) Digital Citizenship (PNI_modified = 0.32) 2) Creating a learning culture in the digital age (PNI_modified = 0.31) 3) Systematic improvement (PNI_modified = 0.28). 2) Results of the guideline study had five elements. The aspects include 1) Digital citizenship, consisting of three methods, three projects, three activities, twelve methods of practice. 2) Creating a learning culture in the digital world, consisting of three methods, three projects, three activities, twelve methods of practice. 3)Improvement Systematically, consisting of three methods of implementation, three projects, three activities, twelve methods of practice, 4) The aspect of creating excellence in professional practice, consisting of three methods of implementation, three projects, three activities, twelve methods of practice, and 5) The aspect of visionary leadership. Vision consists of three methods of operation, three projects, three activities, and twelve methods of practice. 3) Guideline evaluation results. Overall, it is at the highest level. (x̅ = 4.57, S.D. = 0.47). Arranged from the highest to the lowest mean, they were Appropriateness (x̅ = 4.64, S.D. = 0.42), Usefulness (x̅ = 4.60, S.D.= 0.40), and Feasibility (x̅ = 4.48, S.D. = 0.59), respectively.

GUIDELINES FOR SKILLS DEVELOPMENT OF SCHOOL ADMINISTRATORS IN THE 21st CENTURY UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-01-02T09:48:52+07:00

The objectives of the research were (1) to study the current condition and desired condition. And necessary needs and guidelines for skills development of school administrators in the 21^st century under the Loei Primary Educational Service Area Office 1, (2) to study guidelines for developing skills of Educational institution administrators, and (3) to evaluate the guidelines for developing the skills of school administrators. The study was divided into 3 phases. The first phase was to study the current conditions, the desired conditions, and the priority needs. The sample group was a total of 302 respondents; consisting of thirty-four school administrators and 268 teachers, selected by Krejcie and Morgan sample size calculating table, including the stratified random sampling method. The research instrument used for data collection was a questionnaire. The second phase to study the guidelines comprised three steps; the first step on the in-depth interview of three school administrators as key informants with the semi-structured interview, the second step on drafting the guidelines, and the third step on the focus group discussion of nine experts to assess and confirm the guidelines. The third phase was to evaluate the guidelines by connoisseurship of five experts. The descriptive statistics used for data analysis comprised frequency distribution, percentage, arithmetic mean, standard deviation, and the modified priority needs index. The descriptive analytics was used for the qualitative data analysis. The research finding revealed that the current condition of the guidelines for developing the 21^st century skills of school administrators under the Loei Primary Educational Service Area Office 1 was totally found at a high level. (x̅ = 3.82, SD = 0 .58). The desired condition was overall found at the highest level (x̅ = 4.77, SD = 0. 50). The modified priority index of essential needs, in the descending order of top three level, was (1) Digital technology (PNI_Modified= 0.36), (2) Creativity (PNI_Modified= 0.28), and (3) Innovation for learning (PNI_Modified= 0.26). The other finding disclosed that the guidelines for the 21^st century skill development of school administrators under the Loei Primary Educational Service Area Office 1 consisted of five elements; (1) the Creative Initiatives with three methods, four projects, five activities, and nine practices, (2) the Digital Technology with three methods, six projects, three activities, and nine practices, (3) the Communication with three methods, four projects, five activities, and nine practices, (4) the Human Relations with three methods, two projects, seven activities, and nine practices, and (5) the Innovation for Learning with three methods, five projects, four activities, and nine practices, respectively. Another finding informed that the guideline evaluation results overall, it is at the highest level. (x̅= 4.78, SD = 0.41) Arranged from the mean from highest to lowest is the possibility side (x̅ = 4.78, SD = 0.41) Appropriateness aspect (x̅ = 4.75, SD= 0.42) and usefulness aspect (x̅ = 4.74, SD = 0.44).

STRATEGIES FOR MANAGING RELATIONSHIP BETWEEN SCHOOLS AND COMMUNITIES OF SCHOOLS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN LOEI PROVINCE

2024-01-02T09:59:54+07:00

The objectives of the research were to study the current condition, the desired condition and the priority needs of schools under local administrative organizations in Loei province, to study the managerial strategies for relationship between schools and communities, and to evaluate the strategies. The research was divided into 3 phases. The first phase was to study the current condition, the desired condition and the priority needs from the sample group of 272 school administrators, teachers, and school committee members. The research instrument was a questionnaire with the item-objective congruence (IOC) index between 0.60 – 1.00, the discrimination value of the current condition between 0.264 – 0.870 and its reliability of 0.958, and the desirable condition between 0.329 – 0.800 and its reliability of 0.955. The second phase was to study the managerial strategies for relationship between schools and communities by three experts, and fifteen strategies, three for each component, were obtained. The third phrase was to evaluate the managerial strategies for relationship between schools and communities by five experts, the result of the evaluation was found at a high level.

The research results were as follows: 1. The present condition of the management of relations between the school and the community was at a high level, and the desired condition was at the highest level. The priority needs could be arranged in order as follows: 1) community service, 2) public relations, 3) basic education committee, 4) receiving help from the community, and 5) building community relationships. 2. The study of strategies, indicators, and activities/projects for managing relationships between schools and communities. The component of community services had three strategies, the component of public relations had three strategies, the component of receiving help from the community had three strategies, the component of basic education commission had three strategies, and the component of community relationship building had three strategies. The evaluation of school-community relationship management strategies of schools under local administrative organizations in Loei province was totally found at a high level; suitability, possibility and usefulness were individually found at a high level.

EDUCATIONAL RESOURCE MOBILIZATION STRATEGIES OF SCHOOL ADMINISTRATORS UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2024-01-02T11:31:16+07:00

The objectives of the research were (1) to investigate the current conditions, problems, and necessary needs of educational resource mobilization by school administrators under Loei Primary Educational Service Area Office 2, 2) Define strategies for mobilizing educational resources for school administrators, and 3) Evaluate the educational resource mobilization strategies of school administrators. The research methodology involves three phases. Phase 1: Study of current conditions, problems, and necessary needs. Step 1: Survey-based study involving a sample group of 319 individuals, including 24 school administrators and 295 teachers and educational personnel. By determining the sample size (Krejcie & Morgan) and utilizing stratified random sampling methods Step 2: In-depth interviews with a target group of 3 school administrators. Phase 2: Development of educational resource mobilization strategies. Group discussion with a target group of 9 qualified individuals using a group interview method. Phase 3: Evaluation of educational resource mobilization strategies. Assessment conducted by 5 experts using a modified evaluation tool. Statistical analysis includes frequency analysis, percentage calculation, mean, standard deviation, the PNI Modified value, and a qualitative content analysis. The research findings are summarized as follows: The current level of educational resource mobilization strategies in Loei Primary Educational Service Area Office 2 is generally at a moderate level (x̅ = 3.29, S.D. = 0.97). The desired level of strategies for mobilizing educational resources is overall high (x̅ = 3.64, S.D. = 0.85).The priority of necessary needs in mobilizing educational resources, as indicated by the PNI_Modified value, is ranked as follows: Funding or budget (PNI_Modified = 0.30), Human resources (PNI_Modified = 0.27), Land and buildings (PNI_Modified = 0.23), Materials, equipment, and technology (PNI_Modified = 0.21), Learning resources (PNI_Modified = 0.16). 2. The educational resource mobilization strategies for school administrators in Loei Primary Educational Service Area Office 2 comprise 1) Objectives for mobilizing educational resources in each area, 2) 15 strategies for mobilizing educational resources, 3) 38 implementation methods/measures, and 4) 38 success indicators. 3. The assessment of educational resource mobilization strategies for school administrators in Loei Primary Educational Service Area Office 2 indicated that Benefit dimension was totally at the highest level (x̅ = 4.84, S.D. = 0.36), followed by Suitability dimension (x̅ = 4.76, S.D. = 0.47), and Possibility dimension was totally at the lowest level (x̅ = 4.72, S.D. = 0.49).

MORALITY INDOCTRINATION OF RAHULOVADA-SUTTA-BASED INTEGRITY FOR PRIMARY SCHOOL STUDENTS UNDER LOEI MUNICIPALITY

2024-01-02T14:03:09+07:00

The objectives of the research were (1) to study the level of integrity of primary school students under Loei Municipality, (2) to indoctrinate the integrity, based on the Buddha’s teachings in Rahulovada-sutta, to primary school students under Loei Municipality, (3) to assess the Rahulovada-sutta-based indoctrination of integrity to the primary students, and (4) to survey the student satisfaction with the Rahulovada-sutta-based indoctrination of integrity. The research population was a total of two-thousand students in four primary schools under Loei Municipality, 334 research samples were selected through Taro Yamane’s sampling size calculation formula, including the stratified random sampling and the simple random sampling. The research tools used for data collection consisted of fifteen four-choice questions on integrity, the five-level rating scale questionnaire on the student attitude, and the five-level rating scale questionnaire on the student satisfaction. The focus group discussion was used to draft and develop the RAHULA model. The statistics used for data analysis comprised the frequency distribution, percentage, mean and standard deviation. The research findings were as follows: 1. According to knowledge and understanding of the primary school students under Loei Municipality, the morality of integrity was found to be totally at a moderate level, considered from their scores of 50% on integrity, and their attitude on integrity at the highest level, including their negative attitude on integrity at the highest level. 2. The RAHULA Model, composing Reading, Attempt, Honesty, Understanding, Love to learn, and Aspiration, was drafted and developed to indoctrinate the morality of integrity to primary students under Loei Municipality. 3. After the moral indoctrination, the assessment of the students’ understanding of integrity was found to be higher, considered from their scores of about 70%, and their attitude was clearly found. Their positive attitude demonstrated mean scores at the high-highest levels; their negative attitude revealed the moderate-lowest levels of mean scores. 4. The student satisfaction with the Rahulovada-sutta-based indoctrination of integrity was found to be totally at the highest level (x̅ = 4.84, S.D. = 0.367). Separately considered in the descending order, they were the time (x̅ = 4.86, S.D. = 0.348), the location (x̅ = 4.86, S.D. = 0.351), the lecturer (x̅ = 4.83, S.D. = 0.378) and the content (x̅ = 4.82, S.D. = 0.384), respectively.

PRIVATE SCHOOL MANAGEMENT STRATEGIES ACCORDING TO THE CONCEPT OF INNOVATIVE ORGANIZATION

2023-08-23T12:23:29+07:00

The purposes of this research were to study 1) conceptual framework related to private school management according to the concept of innovative organization 2) the current state and desirable of private school management according to the concept of innovative organization 3) the improvement of private school management strategies according to the concept of innovative organization. The study used a mixed method research design. The sample were 452 public schools participated with school administrators and teachers. The instruments used in this were an evaluation form of the conceptual framework, questionnaires, and an evaluation from to assess the appropriateness and feasibility of these strategies. The data analyzed by frequency, percentage, mean, standard deviation, PNImodified, and content analysis.

The results showed that:

The conceptual framework for the private school management consists of three areas: 1) planning; 2) implementation; and 3) evaluation, while the innovative organization framework consists of six areas: 1) innovative organization of structure; 2) innovative organization of leadership; 3) innovative organizational of culture; 4) innovative organizational of climate; 5) innovative organizational of creative behavior; and 6) innovative organizational of entrepreneurship
The current state of private school management according to the concept of innovative organization, the aspect with the highest average value was innovative organization of structure. While the desirable state of private school management according to the concept of innovative organization, the aspect with the highest average value was innovative organizational of culture.
Private school management strategies according to the concept of innovative organization consists to six main strategies: 1) reinventing the structure organizational of private schools to become innovative school; 2) development innovative leadership for personnel of private schools to become innovative school; 3) reform the organizational culture of private schools to become innovative school; 4) promote climate of private schools to become innovative school; 5) enhance creative behavior for personnel of private schools to become innovative school; and 6) drive entrepreneurship of private schools to become innovative school, with 18 sub-strategies and 51 procedures.

BUDDHIST TEACHINGS IN BUDDHISM-APPLIED NOVEL: “RAK BORISUT” BY NORARAT RAKDEE

2023-10-09T16:45:34+07:00

The objective of the academic article was to study the principles of Buddhism in the novel “Rak Borisut.” The novel was composed by Norarat Rakdee, applied to the Buddha’s teachings. The text of the novel was studied through the contemporary literary analysis. The finding revealed that The Buddhist principles in the novel were seen in three issues. The first was on the living life, considered from the Buddhist proverb as Satisampattha Sampada, translated that the endowment with mindfulness and the absence of heedlessness. The other finding was the teachings of Buddhism. For example, the teaching on the law of action, which was constant and unchangeable as proclaimed by the Buddha. The teaching on good behavior was “I believed in the Buddha’s teaching. He said to do good was good, even unseen by anyone, but the consequence from doing good was still good.” The teaching on householding was “You had to be qualified with what was called ‘Ruean Sarm Nam See’ in Thai.” The teaching on the lifestyle was “The human life required learning. While learning, they had to be happy and pleased without pressure. The motivation had to be generated through what the Buddha called Chanda (will or aspiration). When there was a will or aspiration (Chanda in Pali), an effort (Viriya in Pali), thoughtfulness or an active thought (Chitta in Pali), and investigation or examination (Vimangsa in Pali) would be followed continuously.” The teaching on such Thai proverbs as Tai Nam Tuen (referred to ‘Fish die in shallow water.’), Doo Vau Hai Doo Hang Doo Nang Hai Doo Mae (compared with ‘Like mother, like daughter’), and Dern Tam Phoo Yai Maa Mai Kad (described that a person believing and following an experienced and qualified person would be easily successful.).