RTNA Journal of Social Sciences, Humanities and Education

The Factor Analysis of Digital Leadership of School Administrators Under The Primary Educational Service Area Office Phrae 1

Wacharapol Sirirat, Sathiraporn Chaowachai — Wed, 15 Jul 2026 00:00:00 +0700

The purpose of this research was to conduct the exploratory factor analysis of digital leadership for school administrators under the Primary Educational Service Area Office Phrae 1. The sample group in this research were administrators and teachers. A sample of 300 administrators and teachers was selected based on Comley’s sample size determination. The research instrument used for collecting data was a questionnaire. Data were analyzed using Exploratory Factor Analysis (EFA), employing the Principal Component Extraction followed by orthogonal rotation using the Varimax method. The research results found that the digital leadership of school administrators under the Primary Educational Service Area Office Phrae 1 consisted of 4 components: 1) Communication for creating the digital image of the school; 2) Management of digital technology and innovation within the school; 3) Leadership with vision and digital transformation in the school; and 4) Use of digital technology data for school administration. Together, these 4 components can explain the digital leadership of school administrators under the Primary Educational Service Area Office Phrae 1 at 79.66 percent.

The Study of CRMA Cadets’ Attitudes and Cognitive Understanding toward Gender Diversity: A Case Study of a Gender-Diverse Group

Thitsadee Srisuk, Chayanat Makun, Donlaya Benjasirichai, Arewon Sutthipongpan — Wed, 15 Jul 2026 00:00:00 +0700

This research aimed to explore the attitudes and cognitive understanding of cadets at the Chulachomklao Royal Military Academy (CRMA) toward gender diversity. This is a qualitative study using interviews and observations to collect data. The research tools consisted of semi-structured interviews and observation records. Data was gathered from key informants, 1^st to 5^th year cadets currently studying at CRMA during the 2023 academic year. The data analysis includes typological analysis, constant comparison, analytic induction, and component analysis. The findings revealed that many cadets possess a basic general understanding of gender diversity, viewing it broadly as an alternative sexual orientation (based on personal preference outside the male-female binary). However, they lack a deep comprehension of the specific identities represented by each letter in LGBTQ+ acronym, often using the terms of general label instead. Nevertheless, most cadets do not view it as abnormal and respect the human value and freedom of individuals to define their own gender identity. It is worth noting that some cadets, unintentionally, may still engage in actions or speech that inadvertently label or insult individuals who identify as different from traditional gender norms; though without any intent of violence. Additionally, some expressed concern about how being gender-diverse affects military service, especially regarding the differing views of superiors and subordinates. In conclusion, this study indicates that cadets can generally separate professional duties and missions from personal preferences. They can collaborate effectively without discrimination as long as they do not violate the rights of others and can achieve collective goals without concern.

An Analysis of Humble Leadership Attributes in Contemporary Literature

Chaiyaset Promsri — Wed, 15 Jul 2026 00:00:00 +0700

This study aimed to analyze and synthesize the attributes of humble leadership from contemporary literature. The research was conducted using a documentary and qualitative content analysis of nine English-language online sources. The initial dataset comprised 54 raw leadership attributes before coding, and frequency analysis was performed. Attributes were selected based on a criterion requiring them to appear in at least 25% of the total sources. The findings identified six core attributes: 1) acknowledgment of personal limitations, 2) seeking feedback, 3) openness to others’ perspectives and continuous learning, 4) strong learning orientation, 5) empathy and other-centeredness, and 6) trust-building in relationships. These attributes were synthesized into three principal dimensions. The first dimension, ‘Openness and acknowledgment of limitations’, includes acknowledgment of personal limitations and seeking feedback. The second dimension, ‘Openness to perspectives and continuous learning’, includes openness to others’ perspectives and a strong learning orientation. The third dimension, ‘Empathy and relational trust’, encompasses empathy, other-centeredness, and trust-building in relationships. The results indicate that humble leadership in contemporary literature is conceptualized primarily as observable behavioral patterns within workplace contexts rather than merely as a personality trait. Specifically, it emphasizes openness to feedback, continuous self-development, and the cultivation of trust-based relationships. These findings clarify the structural components of humble leadership and provide a foundational conceptual framework for future research and leadership development in organizational settings.

Total Quality Management and Work Environment Affecting the Job Performance of Educational Personnel in Ubon Ratchathani Province

Pichyada Pheunpha — Wed, 15 Jul 2026 00:00:00 +0700

This study aimed to investigate the influence of Total Quality Management and the work environment on the performance of educational personnel. Data was collected from a sample of 300 educational personnel in Ubon Ratchathani Province using quantitative research methodology and stratified random sampling with educational personnel affiliation. The research instrument was a questionnaire with a very high level of reliability (α = 0.98). The statistical tools employed included frequency, percentage, mean, standard deviation, and multiple linear regression analysis. The findings revealed that total quality management and the work environment were highly correlated with the performance of educational personnel (R = 0.79). The adjusted R² value of 0.62 indicated that total quality management and the work environment could explain 62% of the variance in the performance of educational personnel. The work environment (Beta =0.52) had the strongest positive influence on performance at the .01 level of statistical significance. The factors exerting the strongest influence, ranked in descending order, were personnel capacity development, working conditions within educational institutions, and organizational command and regulations. The second influential variable was Total Quality Management, the factors exerting the strongest influence, ranked in descending order, were the relationships between learners and stakeholders showing positive effects. In contrast, personnel administration in educational institutions had a negative influence on performance. The findings suggest that continuous human resource development, collaboration with stakeholders, a supportive work environment, open communication, and effective motivational systems are critical factors that enhance the performance of educational personnel. Certain administrative aspects may require reconsideration to mitigate negative impacts on work performance.

The Effect of Research-Based Learning on Research Competencies in the Emergency Medical Professional Competency Development Project, Naval Operational Medicine School

Nuchpiya Thongchot, Suradet Phila — Wed, 15 Jul 2026 00:00:00 +0700

This study aimed to compare students’ research knowledge before and after the implementation of Research-Based Learning (RBL) and to examine their research skills and research-related attitudes. The RBL approach was implemented through an emergency medical professional competency development project course. A quasi-experimental design was employed. The sample consisted of 51 second-year naval medical corps students enrolled in the 2024 academic year at the Naval Medical Department School, Academic Center, Naval Medical Department, Royal Thai Navy. Participants were selected through purposive sampling. The research-based instructional intervention was systematically designed to actively engage students in the full research process, including problem identification, research design, data collection, data analysis, conclusion formulation, and presentation of findings. The instructional framework was grounded in the Research–Teaching Nexus proposed by Mick Healey and Alan Jenkins (2009), Constructivist Theory (Jean Piaget, 1972), Social Constructivism (Lev Vygotsky, 1978), Experiential Learning Theory (David Kolb, 1984), and Self-Efficacy Theory (Albert Bandura, 1997). Research instruments included an instructional manual, research knowledge test, a research process skills assessment form, a research report evaluation rubric,. All instruments underwent rigorous quality validation, demonstrating high levels of content validity and reliability. Data were analyzed using descriptive statistics and a paired-samples t-test. The findings revealed that, following the RBL intervention, the students’ mean research knowledge scores were significantly higher than their pre-instruction scores (t = 26.48, p < .01). Regarding research skills, the research process skills were rated at a high level (M = 23.33, SD = 3.56), with high inter-rater reliability (Weighted Kappa = .80). Research report writing skills were at a moderate level (M = 47.26, SD = 4.84), with moderate inter-rater reliability (Weighted Kappa = .55). Overall, the findings indicate that Research-Based Learning is an effective instructional strategy for enhancing students’ research competencies, particularly in strengthening research knowledge and procedural research skills.

A Study and Comparison of Students' Opinions toward Active Learning Instruction in the Information Technology for Digital Life Course

Wed, 15 Jul 2026 00:00:00 +0700

The objectives of this research were 1) to study students’ opinions towards active learning-based teaching and learning management in the course ‘Information Technology for Digital Life’ and 2) to compare the popularity of active learning-based teaching models classified by gender and faculty. The samples were 280 students studying in the undergraduate levels at Ubon Ratchathani University. The sample size was determined by Taro Yamane’s Table. The samples were randomized from 935 students from 7 faculties. The research instrument was a questionnaire divided into 4 parts with the overall reliability of Cronbach’s Alpha of 0.909. The findings showed that (1) the level of the satisfaction towards the active learning activities was at the highest level (M = 4.39, SD = 0.57), with the use of appropriate instructional media and critical-thinking activities receiving the highest scores, (2) the students’ most preferred were formative assessment and class participation (23.27 %, followed by game-based learning (12.90 %), and (3) regarding opinions on the popularity of active teaching methods, the analysis found that genders and faculty group did not significantly affect the popularity of active teaching methods. In conclusion, active learning-based teaching and learning management enhances students’ satisfaction and engagement. Institutions should enhance the use of the activities that responds to the diverse needs of various faculties and increase? the use of the digital tools proven to be effective such as Formative Assessment, in order to improve academic achievement.

Effect of Cambodia’s revetment about the 73rd Pillar on maritime boundary between Thailand – Cambodia

Samharn Dairairam — Wed, 15 Jul 2026 00:00:00 +0700

Cambodia had built a revetment around land terminus point between Thailand – Cambodia (the 73rd boundary pillar). Concern have arisen as to whether this permanent construction could affect future maritime boundary delimitation between Thailand and Cambodia. Under Article 11 of United Nations Convention on the Law of the Sea 1982 (UNCLOS 1982), permanent coastal works form an integral part of the coast and can be used as basepoints for establishing a median line. This article scrutinizes the International Court of Justice (ICJ) ruling on the Romania-Ukraine maritime boundary and the Permanent Court of Arbitration (PCA) decision in the people’s republic of China - the republic of the Philippines case. These cases involve environmental factors, both natural and man-made, similar to Cambodia’s construction of a revetment for sediment retention. Such structures could potentially affect the future maritime boundary delimitation between Thailand and Cambodia. The article analyzes UNCLOS 1982 alongside the ruling of ICCJ and PCA to determine whether and how the Cambodia’s revetment will affect the maritime boundary delimitation between Thailand and Cambodia. It also examines the potential impacts on the environment and coastal engineering.This article refers to the location of the 73^rdPillar recently. (This article is based on an analysis of the recent location of the 73^rd boundary pillar.)

The Military Competition Between Singapore and Malaysia in the 1960s–1990s

Thep Boontanondha — Wed, 15 Jul 2026 00:00:00 +0700

The development of the armed forces in Singapore and Malaysia was a result of unrest in Southeast Asia and the conflict between the two nations, particularly in the context of ethnicity, which was a crucial factor in Singapore’s expulsion from the Federation of Malaya. In light of these factors, the security policies of both nations focused on military competition. Singapore chose to build its armed forces by focusing on a defensive strategy, relying on the military assistance of foreign experts. In contrast, the Malaysian armed forces focused on suppressing both internal and external threats. However, the establishment of the Association of Southeast Asian Nations (ASEAN) in 1967, as well as the foundation of the Five Power Defence Arrangements (FPDA) in 1971, led Singapore and Malaysia to begin military cooperation in resisting common threats. Furthermore, the issue (problem) of piracy in the Malacca Strait during the 1990s prompted further military cooperation between the two nations. However, conflicts between both governments still continues, which directly affects their military policies, emphasizing the need to develop their armed forces to maintain a balance of power between the two nations.

IDEARR Model: A STEM Education Framework for Developing STEM Career Interest

Theeraphob Kapkraikaew, Atswanonthapakorn Thanetweeraphat — Wed, 15 Jul 2026 00:00:00 +0700

This article aims to analyze and explain the IDEARR model (Initiating, Deconstruction, Explanation, Application, Review, Reporting) as a conceptual framework for STEM education and to propose guidelines for applying this model to enhance STEM career interest in accordance with the components of the STEM Career Interest Survey (STEM-CIS).
The conceptual analysis reveals that a distinguishing feature of the IDEARR model is the Review process, which functions as a central driving mechanism of learning by being embedded iteratively throughout every stage in a cyclical manner. This enables learners to continuously monitor, refine, and deepen their own understanding. Such a process reinforces causal reasoning, the connection between evidence and conclusions, and the systematic development of problem-solving approaches. Furthermore, instruction delivered through the IDEARR model demonstrates potential for enhancing the psychological factors associated with STEM career interest - particularly self - efficacy beliefs and outcome expectations - through the design of activities that afford learners opportunities to engage with authentic problems, participate in hands-on practice, and engage in sustained reflective thinking. In conclusion, the IDEARR instructional model represents a promising pedagogical approach capable of concretely elevating the quality of STEM learning and promoting learners' career interest. It is therefore well-suited for application in teaching practice, curriculum development, and future educational research.