The Journal of Institute of Trainer Monk Development

The Development of Scientific Problem-solving Ability on Separation Method of Matthayomsuksa 1 Students of the Demonstration School of Nakhon Pathom Rajabhat University Using the Learning Model TGT Combined with Think-Pair-Square-Share Technique

Noynar Seetud, Ratana Srithus — Wed, 30 Sep 2026 00:00:00 +0700

The research objectives are to: 1) compare the learning achievements before and after learning by the learning model TGT combined with Think-Pair-Square-Share technique 2) compare the learning achievements after learning by the learning model TGT combined with Think-Pair-Square-Share technique with 70 percent criterion 3) compare the scientific problem-solving abilities after learning by the learning model TGT combined with Think-Pair-Square-Share technique with 70 percent criterion and 4) study the satisfaction of the students towards the learning model TGT combined with Think-Pair-Square-Share technique. This research is a quantitative study of the quasi-experimental type. The sample group is the 45 seventh-grade students at the Demonstration School of Nakhon Pathom Rajabhat University, derived by simple random sampling. The research instruments are: 1) lesson plans 2) an ability test on scientific problem-solving ability 3) an achievement test and 4) a satisfaction form. The statistics used for analyzing data are: t-test for one sample, t-test for dependent samples, mean, percentage and standard deviation. The results revealed that 1) the learning achievement after learning was higher than before 2) the learning achievement after learning was higher than 70 percent criterion with statistical significance at .05 3) the scientific problem-solving ability after learning was higher than 70 percent criterion with statistical significance at .05 and 4) Overall, students expressed a high level of satisfaction with the TGT learning approach combined with the Think-Pair-Square-Share technique.

Guidelines for Developing Internal Quality Assurance Administration of School Administrators under the Satun Primary Educational Service Area Office

Habeebah Nahuda, Sajanun kheowvongsri — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research article were (1) to examine the level of internal quality assurance management in educational institutions as practiced by administrators, and (2) to identify guidelines for developing internal quality assurance management in schools of administrators. This study employed a mixed methods research design. The population consisted of 1,673 teachers from 142 schools under the Satun Primary Educational Service Area Office during the 2025 academic year. The sample consisted of 313 participants, determined using the Krejcie and Morgan sample size table and selected through stratified random sampling based on school size. The research instruments included a questionnaire and a semi-structured interview form. The reliability coefficient of the questionnaire was 0.974. Quantitative data were analyzed using percentage, mean, and standard deviation. In addition, interviews were conducted with three representative school administrators. Qualitative data were analyzed using a descriptive narrative summary approach. The findings showed that: 1. the overall level of internal quality assurance management in schools of administrators, as well as each aspect, was rated at a high level. The implementation of the educational management development plan had the highest mean score. 2. Regarding guidelines for developing internal quality assurance management in educational institutions, it was found that: 1) concerning the establishment of educational standards for the institution, administrators should encourage teachers and stakeholders to participate in a genuine manner; 2) Regarding the formulation of an educational management development plan focused on quality in accordance with educational standards, administrators should develop an educational management development plan and an annual action plan that align with the policies and context of the educational institution; 3) Regarding the implementation of the educational management development plan, administrators should encourage teachers and staff to carry out the action plan systematically; 4) Regarding the evaluation and monitoring of educational quality within the institution, administrators should appoint a committee with clearly defined responsibilities; 5) Regarding the monitoring of performance aimed at developing the educational institution to meet quality standards, administrators should mandate the systematic collection of empirical evidence and the reporting of performance results; 6) Regarding the preparation of the self-assessment report, administrators should require the responsible teachers to gather data and evidence from the database system to compile the report and subsequently utilize the assessment findings to improve operations.

Developing Basic Recorder Playing Skills Through a Practical Skill Training Set Combined with Peer-Assisted Activities for Second-Year Secondary School Students

Montita Khunnoo, Prapas Panjiang — Wed, 30 Sep 2026 00:00:00 +0700

This research aims to: 1) compare the basic recorder playing skills of 8th grade students using a skill-building training kit combined with peer-assisted activities before and after the intervention, and 2) To study satisfaction with the teaching of basic recorder playing using a skills training kit combined with peer-assisted activities of second-year secondary school students at Chumchon Ban Nam Noy School, Hat Yai District, Songkhla Province.The population consisted of 55 second-year secondary school students from 11 schools in the Nam Kham Thung School Network. The sample consisted of one class of 37 second-year secondary school students at Chumchon Ban Nam Noy School, Hat Yai District, Songkhla Province. The sample was selected using cluster random sampling. The research instrument used consisted of: 1) five lesson plans (11 instructional hours) incorporating peer-assisted activities and a recorder practical skill training set, 2) a practical skill training set for basic recorder playing, 3) a recorder playing skills assessment form, and 4) a questionnaire measuring students’ satisfaction with learning through the practical skill training set combined with peer-assisted activities. The statistics used for data analysis were the mean and standard deviation, and hypothesis testing was conducted. The research results revealed that: 1) The recorder playing skills through a practical skill training set for basic recorder playing, combined with peer-assisted activities of second-year secondary school students, were significantly higher after the instruction than before the instruction at the .01 level of statistical significance. 2) The students’ satisfaction with the learning management to develop basic recorder playing skills through the practical skill training set, combined with peer-assisted activities, was overall at the highest level. When considering each aspect, it was found that the instructional media were consistent with the learning content at the highest level. This was followed by the usefulness of the content for practical application and the enjoyment and pleasure gained from the learning content.

The Development of Scientific Process Skill in Experimentation Through Inquiry-Based Learning (7E) Combined with Thinking-Based Learning Management for Grade 8 Students

Warissara Srichan, Suwimon Saphuksri — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: 1) to examine the development of students’ scientific process skills in experimentation during the implementation of inquiry-based learning (7E) combined with thinking-based learning among Grade 8 students, and 2) to investigate the satisfaction of Grade 8 students with inquiry-based learning (7E) combined with thinking-based learning. This research is a basic experimental study. The sample consisted of 30 Grade 8 students in the second semester of the academic year 2025 at Thamakawittayakom School, selected by cluster sampling. The research instruments included: 1) five lesson plans based on inquiry-based learning (7E) combined with thinking-based learning on the topic of separation of substances and its applications, 2) an assessment form for scientific process skills in experimentation with a reliability coefficient of .85, and 3) students’ satisfaction assessment form regarding inquiry-based learning (7E) combined with thinking-based learning. The statistical methods used for data analysis included the mean (M), standard deviation (S.D.), and one-way repeated measures ANOVA. The research findings revealed that: 1) The development of experimental science process skills among Grade 8 students during the inquiry-based learning (7E) approach combined with thinking-based learning was significantly increased at .05 level. 2) The satisfaction of Grade 8 students toward the inquiry-based learning (7E) combined with thinking-based learning was at a high level.

The Effects of Using Synthetic Phonics Combined with Decodable Texts to Promote English Vocabulary Spelling of Grade 1 Students

Kamolwan Pratheepsakunthong, Vachira Jantarach — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: 1) to compare the English spelling ability of Grade 1 students before and after learning through Synthetic Phonics combined with Decodable Texts, and 2) to study the satisfaction of Grade 1 students regarding instruction using Synthetic Phonics combined with decodable texts to enhance English word spelling skills. This study employed a quasi-experimental research design using a one-group pretest–posttest design. The target group consisted of 34 Grade 1 students selected through purposive sampling. The research instruments included: 1) five lesson plans based on Synthetic Phonics combined with Decodable Texts, which were validated by three experts and yielded Item-Objective Congruence (IOC) values ranging from 0.67 to 1.00; 2) an English spelling test, which demonstrated IOC values ranging from 0.67 to 1.00 and a reliability coefficient of 0.98; and 3) a student satisfaction questionnaire toward the learning management approach, which was validated by three experts and yielded IOC values ranging from 0.67 to 1.00 for all items. The data were analyzed using mean, standard deviation, paired-samples t-test, and content analysis. The research results found that 1) the students’ English spelling ability after learning through Synthetic Phonics integrated with Decodable Texts was significantly higher than before learning (t = 5.92, p < .001) 2) the students reported a high level of satisfaction with the learning management using Synthetic Phonics integrated with Decodable Texts to enhance English spelling skills (M = 2.72, SD = 0.49).

The Development of Reading and Writing Skill for Prathomsuksa 2 Students through PWIM and Integration

Promporn Sakham, Poranat Kitroongrueng — Wed, 30 Sep 2026 00:00:00 +0700

This study aimed to: (1) examine the reading skills of Grade 2 students following instruction using the Picture Word Inductive Model (PWIM) integrated with an integrated learning approach; (2) examine the students’ writing skills following the same instructional approach; and (3) investigate the students’ satisfaction with the learning management. This study employed an experimental research design. The sample consisted of 37 Grade 2 students from Class 2/4 at Bandon Srisermkasikorn School, Mueang Nan District, Nan Province, Thailand. The participants were selected using cluster random sampling, with the classroom serving as the sampling unit. The research instruments included: (1) learning units developed based on the Picture Word Inductive Model (PWIM) integrated with an integrated learning approach, (2) a reading skills assessment, (3) a writing skills assessment, and (4) a student satisfaction questionnaire with a reliability coefficient of 0.93. Data were analyzed using the mean (M), standard deviation (SD), and a one-sample t-test. The results indicated that: (1) the students’ reading skills exceeded the predetermined criterion of 70%, with a post-instruction mean score of 15.62 (SD = 3.73), which was statistically significant at the .05 level; (2) the students’ writing skills also exceeded the 70% criterion, with a post-instruction mean score of 25.20 (SD = 26.43), which was statistically significant at the .05 level; and (3) the students’ overall satisfaction with the instructional approach was at a high level (M = 2.79, SD = 0.35).

The Future Scenario of the Administration of the Parents – Teachers Associations in Secondary Schools under the Office of the Basic Education Commission in the Next Decade (2027-2036)

Anupong Suwannachot — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: (1) investigate the current state of the administration of Parent–Teacher Associations (PTAs) in secondary schools under the Office of the Basic Education Commission (OBEC); and (2) propose future scenarios for the administration of PTAs in secondary schools under OBEC over the next decade. This study employed the EDFR research method. The sample consisted of 27 individuals, including policy-level administrators, school administrators, members of the Parent-Teacher Association (PTA) committee, stakeholders, and individuals with experience in PTA administration. The research instruments consisted of a semi-structured interview form and a 5-point rating scale questionnaire. Content validity was verified by five experts, yielding an Index of Item-Objective Congruence (IOC) of 0.50 or higher. Data collection was conducted in three rounds using the EDFR technique, and the data were analyzed using content analysis, the median, the mode, and the interquartile range (IQR). The findings revealed that: 1) The current state of PTA administration comprised six dimensions: (1) organizational context and administration, (2) organizational structure and management, (3) roles and responsibilities, (4) financial and resource management, (5) communication and stakeholder participation, and (6) performance indicators and outcomes. 2) The future scenarios for PTA administration over the next decade consisted of eight dimensions encompassing 89 sub-issues: (1) social change, (2) economic change, (3) technological change, (4) policy, political, and legal change, (5) leadership of the PTA committee, (6) organizational structure and management systems, (7) organizational culture and stakeholder participation, and (8) members' competencies and knowledge development. The findings provide significant insights into enhancing PTA administration to ensure quality, transparency, adaptability to future changes, and sustainable operations, thereby benefiting schools, communities, and stakeholders in the future.

ParticIpation Model in Developing Stydents' Moral Identity Charoenrat Uppatham School Nonthaburi Primary Educational Service Area District Office 2

Roongthip Boottajeen — Wed, 30 Sep 2026 00:00:00 +0700

The purpose of this research article is to 1) To study the components of participation in developing moral values and identity among students at Charoenrat Uppatham School. 2) To create and develop a model for participation in developing moral values and identity among students at Charoenrat Uppatham School. 3) Evaluate and certify the participatory model for developing moral values and identity among students at Charoenrat Uppatham School. 4) Create a manual for using the participatory model for developing moral values and identity among students at Charoenrat Uppatham School. and 5) pilot-test the participatory model for developing the moral identity of students at Charoenrat Upatham School., this research is a mixed-methods study using the Delphi technique and survey research. The population consisted of 399 individuals involved in the development of the moral identity of students at Charoenrat Upatham School during the 2024 academic year, with a sample size of 196 individuals. The tools used included interviews and questionnaires. IOC value = 1.00; Reliability value = 0.985. The statistics used included the median and interquartile range, frequency, percentage, arithmetic mean, and standard deviation. The research findings revealed that: 1. The components of the participation model in developing students' moral identity consist of 6 main components, 30 sub-components, and 165 indicators. 2. The participatory models in developing students' moral identity include: participatory management, defining methods for achieving moral identity, implementing changes to achieve goals, the LOVELY MODEL creative management process, the roles of key individuals, and moral identity. 3. An evaluation of the participatory model that all aspects were at the highest level of appropriateness, feasibility, usefulness, and accuracy. 4. The guidelines for using participatory models are overall, highly appropriate. 5. The overall results of using the participatory model were at the highest level, with all stakeholders expressing the highest level of satisfaction.

Innovative Leadership of School Administrators under the Narathiwat Primary Educational Service Area Office 1

Worrayut U-seng, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article is a quantitative study aimed to: (1) study the level of innovative leadership of school administrators under the Narathiwat Primary Educational Service Area Office 1, (2) compare innovative leadership of school administrators, classified by status, work experience, and school size, and (3) examine guidelines for developing innovative leadership of school administrators. The sample consisted of 334 school administrators and teachers under the Narathiwat Primary Educational Service Area Office 1, selected through a stratified random sampling technique and simple random sampling. The study instruments were a five-point rating scale questionnaire with 50 items and a reliability coefficient of 0.988 and a semi-structured interview form. Statistics used included percentage, mean, standard deviation, t-test F-test. The findings revealed that: (1) the overall and individual dimensions of innovative leadership of school administrators was at a high level,
(2) comparative results found that overall, status and work experience showed statistically significant differences at the .05 and .01 levels, respectively, whereas overall, no significant difference was found according to school size, and (3) the guidelines for developing innovative leadership of school administrators should emphasize integrating digital technology into management, establishing an innovative vision, promoting teamwork through digital networks, as well as supporting the creation and utilization of educational innovations in order to enhance the quality of school administration.

Internal Supervision to Enhance the Administrative Effectiveness of School Administrators under the Yala Primary Educational Service Area Office 1

Kitti Ma-ea, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to 1) investigate the level of internal supervision conducted by school administrators 2) compare internal supervision conducted by school administrators classified by position, work experience, and school size and 3) examine guidelines for developing internal supervision of school administrators under the Yala Primary Educational Service Area Office 1. This study employed a survey research design. The sample consisted of 313 school administrators and teachers under the Yala Primary Educational Service Area Office 1. The research instruments included a 50-item rating scale questionnaire with Index of Item-Objective Congruence (IOC) values ranging from 0.67 to 1.00 and a reliability coefficient of 0.974, as well as a semi-structured interview. Data were analyzed using percentage, mean, standard deviation, t-test, F-test, and Scheffe’s method. The research findings revealed that 1) the level of internal supervision conducted by school administrators was rated at a high level both overall and in each aspect 2) the comparison of internal supervision conducted by school administrators classified by position, work experience, and school size showed that respondents with different positions, work experiences, and school sizes had no significant differences in their opinions regarding internal supervision overall and 3) the guidelines for developing internal supervision of school administrators should be systematically and continuously implemented in five areas 1) studying current conditions, problems, and needs by using information systems and stakeholder participation as a basis for planning 2) planning supervision collaboratively by defining goals, procedures, and implementation guidelines consistent with the school context 3) developing modern and appropriate supervision media and tools with effective use of technology to support supervision processes 4) implementing supervision with an emphasis on collaboration, mentoring, coaching, and knowledge sharing for teacher development; and 5) conducting systematic evaluation and reporting to utilize information for continuous improvement and development of teaching and learning processes.

Strategic Leadership of School Administrators and the Schools Effectiveness under Narathiwat Primary Educational Service Area Office 1

Ayusan Yusohmayu , Jarunee Kao-ian, Phimpawee Suwanno, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to 1) study the levels of strategic leadership of school administrators and schools effectiveness, 2) compare the levels of strategic leadership of school administrators and schools effectiveness, classified by gender, position, work experience, and school size, 3) examine the relationship between strategic leadership of school administrators and schools effectiveness, and 4) investigate guidelines for developing strategic leadership of school administrators and schools effectiveness. This study employed a survey research design. The sample consisted of 334 school administrators and government teachers under the Narathiwat Primary Educational Service Area Office 1. The participants were selected using stratified random sampling followed by simple random sampling. The research instruments included a questionnaire with an overall reliability coefficient of 0.986 and a semi-structured interview. The data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Scheffé’s post hoc test, and Pearson’s product–moment correlation coefficient. The findings revealed that: (1) The strategic leadership of school administrators and schools’ effectiveness, overall, were at a high level. (2) The samples classified by gender, position, and school size showed significantly different opinions at the .05 level, while classification by work experience, overall, showed no significant difference. (3) strategic leadership of school administrators had a strong positive relationship with school effectiveness at the .01 level of statistical significance; and (4) Guidelines for developing strategic leadership of school administrators and schools’ effectiveness found that administrators prioritized establishing a clear vision and strategic direction aligned with the school context. They promoted the participation of teachers, personnel, parents, and the community in school management, ensured the efficient and cost-effective utilization of resources, supported teachers’ professional development, and fostered an organizational culture encouraging teamwork, together with adherence to ethics, morality, and transparency in administration.

The Administrative Skills of School Administrators in the 21st Century under Yala Primary Educational Service Area Office 1

Nuramira Kasor, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to 1) examine the level of administrative skills of school administrators in the 21st century under Yala Primary Educational Service Area Office 1, 2) to compare administrative skills of school administrators in the 21st century under Yala Primary Educational Service Area Office 1, classified by gender, position, age, work experience, and school size, and 3) to study guidelines for developing administrative skills of school administrators in the 21st century under Yala Primary Educational Service Area Office 1. This study employed a survey research design. The sample consisted of 313 school administrators and teachers selected through stratified random sampling and simple random sampling. The research instruments included: 1) a five-point rating scale questionnaire consisting of 40 items with a reliability coefficient of 0.993 and 2) a semi-structured interview form. The statistics used included percentage, mean, standard deviation, t-test, F-test, and Scheffe’s method for post-hoc comparison. The findings of the research revealed that: 1) The level of administrative skills of school administrators, overall and each individual aspect, were at a high level 2) the comparison of administrative skills showed that gender differences were statistically significant at the .05 level in both the overall score and the communication skill dimension, whereas position and school size showed no significant differences in either the overall score or individual dimensions. Age showed no significant difference in the overall score but differed significantly in the communication skill dimension. Work experience showed no significant difference in the overall score but differed significantly in the technology and digital literacy dimension and 3) the guidelines for developing 21st century administrative skills of school administrators should focus on enhancing communication skills to ensure clarity and appropriateness in different contexts, promoting human relations and conflict management skills, improving knowledge and competencies in digital technology, applying Artificial Intelligence (AI) and information systems in school administration, and strengthening conceptual and creative thinking skills to enable effective analysis, planning, and adaptation to changing circumstances.

Digital Leadership of School Administrators in the Era of Disruptive Education under Pattani Primary Educational Service Area Office 2

Nurma Bueraheng, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: (1) examine the level of digital leadership of school administrators in the era of disruptive education; (2) compare the digital leadership of school administrators in the era of disruptive education as classified by position, educational level, school size, and work experience; and (3) identify guidelines for developing the digital leadership of school administrators in the era of disruptive education under Pattani Primary Educational Service Area Office 2. This study employed a survey research design. The population consisted of school administrators and teachers under the Pattani Primary Educational Service Area Office 2. The sample comprised 321 participants, determined using Taro Yamane’s formula. In addition, seven school administrators participated as key informants in the interviews. The research instruments included a 50-item rating-scale questionnaire on the digital leadership of school administrators, with an Item-Objective Congruence (IOC) index ranging from 0.67 to 1.00 and a reliability coefficient of 0.974, as well as a semi-structured interview form on guidelines for developing the digital leadership of school administrators. The statistical methods used for data analysis were percentage, mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), and Scheffé’s post hoc test. The findings revealed that: (1) the overall level of digital leadership among school administrators was high in all dimensions; (2) there were no statistically significant differences in digital leadership based on position or school size. However, work experience showed a statistically significant difference at the .05 level only in the dimension of digital vision. Digital leadership differed significantly according to educational level at the .01 level overall. Specifically, the dimensions of digital vision and digital networking differed significantly at the .01 level, whereas the dimensions of digital leadership skills and digital communication differed significantly at the .05 level; and (3) the guidelines for developing the digital leadership of school administrators included establishing a clear digital vision, improving digital infrastructure, developing personnel and data management systems, promoting media and digital literacy, enhancing digital communication skills, fostering collaborative networks through digital platforms, and strengthening teachers’ technological competencies.

Design Thinking and Four-P Creativity Framework: Highland Craft Community Product Development in a Creative Social Development Context

Praopongpan Juntraparn — Wed, 30 Sep 2026 00:00:00 +0700

This research article pursues three objectives: (1) to examine the design thinking process as a strategic instrument for coffee product development within highland communities under the Phra Dhammajarik Project at Wat Phra Dhammajarik Ban Ya Nam, Wawi Subdistrict, Mae Suai District, Chiang Rai Province; (2) to analyze the structural relationships between human-centered design and the creation of social and economic value within the Doi Wawi highland community; and (3) to propose integrative guidelines combining design thinking with a four-component creativity framework to advance sustainable social innovation in the context of highland craft communities. A qualitative methodology was employed, integrating participatory action research and ethnographic approaches at the same research site. Key informants, selected through purposive sampling, comprised monk-developers, community leaders, coffee-processing artisans, designers, and social innovation specialists. Data were collected via in-depth interviews, participant observation, and content analysis, with credibility verified through triangulation. The findings reveal that the design thinking process within highland community contexts operates as an iterative five-stage cycle: empathizing, defining, ideating, prototyping, and testing. The empathizing stage requires prior establishment of trust and social capital as its foundation. Integrating the four-component creativity framework-person, process, contextual environment, and product-strengthens community capacity to develop coffee products balancing functional utility, aesthetic value, and cultural appropriateness. The outcomes generate tangible social value across packaging and processing skill development, sustainable income generation, and preservation of the Doi Wawi highland community's cultural identity. As a key contribution, this study proposes a new conceptual framework designated the “JARIKANO Model” - a four-level integrative model articulating the dynamic interrelationships among community foundation, driving mechanisms, design thinking process, and the four-component creativity framework, culminating in sustainable social innovation within highland craft community contexts.

The Influence of School Administrators’ Ethical Leadership on Organizational Climate in Schools under the Samut Sakhon Primary Educational Service Area Office

Kanista Parakoon, Pathomporn Indrangkura Na Ayudthya, Wichian Intarasompun — Wed, 30 Sep 2026 00:00:00 +0700

This objectives of this research were (1) to study the level of ethical leadership among school administrators in schools under the Samut Sakhon Primary Educational Service Area Office; (2) to study the level of organizational climate in schools under the Samut Sakhon Primary Educational Service Area Office; and (3) determine the influence of school administrators’ ethical leadership on organizational climate. The research employed a predictive research design. The sample consisted of 333 school administrators and teachers from schools under the Samut Sakhon Primary Educational Service Area Office during the 2025 academic year. Participants were selected using stratified random sampling. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis. The findings revealed that: (1) School administrators’ ethical leadership was rated at a high level overall. Among the dimensions, integrity received the highest mean score, followed by fairness, whereas service to others received the lowest mean score. (2) Organizational climate in schools was rated at a high level overall. Among the dimensions, teacher collaboration received the highest mean score, followed by teacher and staff participation, while performance expectations received the lowest mean score. (3) School administrators’ ethical leadership significantly influenced organizational climate at the .05 significance level. The strongest predictors, in descending order of influence, were: fairness (X₃), community building (X₅), respect for others (X₁), integrity (X₄), and service to others (X₂). Together, these variables explained 78.9% of the variance in organizational climate (R² = 0.789).

The Characteristics of School Administrators and the Management of Student Support Systems in Schools under the Yala Primary Educational Service Area Office 3

Muhammadkoyree Samaair, Jarunee Kao-ian, Suhairee Buengacha, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: 1) examine the levels of school administrators’ characteristics and the management of the student care and support system, 2) compare school administrators’ characteristics and the management of the student care and support system as classified by gender, educational level, work experience, and school size, 3) investigate the relationship between school administrators’ characteristics and the management of the student care and support system, and 4) compile recommendations concerning school administrators’ characteristics and the management of the student care and support system. This study employed a survey research design. The sample consisted of 243 teachers from schools under the Yala Primary Educational Service Area Office 3. The participants were selected through stratified random sampling and simple random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.995. The statistics used for data analysis included percentage, mean, standard deviation, t-test, F-test, and Pearson’s product-moment correlation coefficient. The findings revealed that: 1) the overall level of school administrators’ characteristics was high, with academic leadership obtaining the highest mean score. The overall level of student care and support system management was also high, with individual student recognition obtaining the highest mean score, 2) the overall comparison of school administrators’ characteristics and student care and support system management, classified by gender, educational level, work experience, and school size, showed no significant differences. However, when individual aspects were considered according to educational level, the referral aspect differed significantly at the .05 level, 3) school administrators’ characteristics were positively correlated with the management of the student care and support system at a high level, and 4) school administrators should utilize information technology and digital databases to systematically monitor and screen students, establish memoranda of understanding with external agencies to enhance the effectiveness of student referrals, and promote professional learning communities to collaboratively strengthen and sustain the student care and support system.

Digital Competencies of School Administrators under the Yala Primary Educational Service Area Office 2

Suwaibah Itaelae, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: 1) study the levels of digital competencies of school administrators, 2) compare digital competencies of school administrators under the Yala Primary Educational Service Area Office 2, classified by gender, position, school size, and work experience, and 3) examine guidelines for developing digital competencies of school administrators under the Yala Primary Educational Service Area Office 2. This study employed a survey research design. The sample were 280 school administrators and teachers, with the sample size calculated using Taro Yamane’s formula. The participants were selected through proportionate stratified random sampling based on school size, followed by simple random sampling. The instrument used for data collection included 1) a 40-item rating-scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of .970, and 2) a semi-structured interview. Data was analyzed using statistical software. The statistics were percentage, mean, standard deviation, t-test, F-test, and Scheffé's method for multiple comparisons. The findings indicated that: 1) Digital competencies of school administrators, overall and each aspect were at a high level, 2) the comparison of digital competencies of school administrators under the Yala Primary Educational Service Area Office 2, classified by gender, position, school size, and work experience revealed no significant differences in either the overall level or any individual aspects, and 3) the guidelines for developing digital competencies of school administrators under the Yala Primary Educational Service Area Office 2 were found that (1) digital literacy and understanding: school administrators should shift mindset by experimenting with new digital platforms, (2) digital technology usage skills: school administrators should manage using evidence-based data and strategic flexibility, (3) confidence in using digital platforms: school administrators should promote the development and selection of digital tools that are user-friendly, (4) promoting motivation to use digital technology: school administrators should promote motivation by reducing workload, through the application of online systems and ICT media in management, thereby reducing the complexity of documentation.

Creative Leadership and the Promotion of Professional Teacher Competencies of School Administrators under Pattani Primary Educational Service Area Office 3

Anan Wiraphatsadakon, Jarunee Kao-ian, Suhairee Beungacha, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were to: (1) investigate the levels of creative leadership and the promotion of professional teacher competencies by school administrators (2) compare the levels of creative leadership and the promotion of professional teacher competencies based on gender, position, work experience, and school size (3) examine the relationship between creative leadership and the promotion of professional teacher competencies by school administrators and (4) synthesize recommendations regarding creative leadership and the promotion of professional teacher competencies by school administrators. The research employed a survey research design. The sample consisted of 281 teachers under the jurisdiction of the Pattani Primary Educational Service Area Office 3. The sample size was determined using Taro Yamane’s formula. The research instrument was a five-point Likert scale questionnaire. The statistics used for data analysis included percentage, mean, standard deviation, independent samples t-test, one-way analysis of variance (F-test), and Pearson’s product-moment correlation coefficient. The research findings revealed that: (1) the overall level and each dimension of school administrators’ creative leadership were at the highest level; the overall level and each dimension of the promotion of professional teacher competencies by school administrators were also at the highest level (2) comparisons of school administrators’ creative leadership showed statistically significant differences at the .01 level in both the overall aspect and individual dimensions comparisons of the promotion of professional teacher competencies classified by position, work experience, and school size revealed statistically significant differences at the .01 level, whereas no significant difference was found when classified by gender (3) creative leadership was positively correlated with the promotion of professional teacher competencies (r = .726), with statistical significance at the .01 level; and (4) The findings suggest that school administrators should promote creative leadership by encouraging teachers to actively participate in school administration, decision-making, and problem-solving processes.

The Role of School Administrators' Internal Supervision in Enhancing Teachers' Work Motivation in the 21st Century under Local Administrative Organizations in Yala Province

Firdaus Chemae, Jarunee Kao-ian, Suhairee Buengacha, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: 1) study the levels of internal supervision roles of school administrators and teachers’ work motivation in the 21st century under local administrative organizations in Yala Province; 2) compare the internal supervision roles of school administrators and teachers’ work motivation classified by gender, educational level, work experience, and school size; 3) examine the relationship between the internal supervision roles of school administrators and teachers’ work motivation; and 4) compile recommendations concerning the internal supervision roles of school administrators and teachers’ work motivation in the 21st century. This study employed a survey research design. The sample consisted of 186 teachers from schools under local administrative organizations in Yala Province, selected through stratified random sampling based on school size and simple random sampling using a lottery method without replacement. The research instrument was a questionnaire with an overall reliability coefficient of .924. The statistics used for data analysis were percentage, mean, standard deviation, t-test, F-test (One-way ANOVA), and Pearson’s product-moment correlation coefficient. The research findings revealed that: 1) the overall level of internal supervision roles of school administrators and all five aspects were at a high level; 2) the comparison of internal supervision roles of school administrators and teachers’ work motivation classified by gender, educational level, work experience, and school size showed no significant differences overall; 3) the internal supervision roles of school administrators were positively correlated with teachers’ work motivation; 4) school administrators should continuously develop internal supervision processes by emphasizing supportive supervision, counseling, and constructive feedback. These practices are expected to build morale, professional pride, and work motivation, leading to the sustainable improvement of teacher quality, learner quality, and school quality.

Administrative Factors Affecting the Effectiveness of Academic Administration of Administrators under the Narathiwat Primary Educational Service Area Office 3

Kameeroh Wateh, Jarunee Kao-ian, Suhairee Beungacha, Phumpanit Kongsaeng — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to 1) examine the level of academic administration factors 2) investigate the level of effectiveness of academic administration 3) examine the relationship between academic administration factors and the effectiveness of academic administration and 4) develop a predictive equation for factors affecting the effectiveness of academic administration among school administrators under the Narathiwat Primary Educational Service Area Office 3. A correlational research design was employed. The sample consisted of 288 teachers selected through a lottery sampling method without replacement. Three questionnaires with an Item–Objective Congruence (IOC) index of 0.74 were used for data collection. The data were analyzed using mean, standard deviation, Pearson's product–moment correlation coefficient, and multiple regression analysis. The findings revealed that: 1) the overall level of academic administration factors was high, with the administrator’s aspect showing the highest mean score, 2) The overall level of effectiveness in academic administration was at the highest level, with the development of learning processes recording the highest mean score, 3) Academic administration factors were positively correlated with the effectiveness of academic administration. 4) Five variables significantly predicted the effectiveness of academic administration at the .05 level: leadership, budget, parents and community, teachers, and the role of school administrators. The findings suggest that strengthening instructional leadership, promoting stakeholder participation, supporting teacher development, ensuring effective budget management, and enhancing school–community collaboration could improve the effectiveness of academic administration and educational quality.

The Administration of the Student Care and Support System by School Administrators in Khok Pho District under the Pattani Primary Educational Service Area Office 2

Rosnanee Pitaksuksan, Jarunee Kao-ian, Phumpanit Kongsang — Wed, 30 Sep 2026 00:00:00 +0700

This research article is a quantitative study aimed to: (1) examine the administration level of the student care and support system by school administrators, (2) compare the administration of the student care and support system categorized by gender, position, school size, and work experience, and (3) identify guidelines for developing the administration of the student care and support system by school administrators. This study employed a survey research design. The sample were 201 school administrators and teachers, selected through a simple random sampling technique. The instruments used for data collection were a five-point rating scale questionnaire and a reliability coefficient of 0.988 and a semi-structured interview form. Statistics employed for data analysis included percentage, mean, standard deviation, t-Test, F-Test, and Scheffe’s method for post-hoc comparison. The findings of the independent study showed that: 1) The administration levels of the student care and support system by school administrators overall and individual aspects were high. 2) The comparison of the administration of the student care and support system by school administrators showed that no differences were found in the overall and individual aspects based on gender. Also, no differences were found based on position. When categorized by school size, statistically significant differences were found in both the overall and individual aspects at the .05 level. Additionally, no differences were found in the overall and individual aspects based on work experience. 3) Guidelines for developing the administration of the student care and support system by school administrators should focus on promoting systematic individual student data collection, supporting continuous student screening and follow-up, fostering collaboration among teachers, parents, community, and relevant agencies, as well as improving the student referral system to be more efficient and appropriate to school context. These efforts aim to ensure that all students receive comprehensive care and support and are able to develop according to their potential.

An Analytical Study of An Influence of Vipassana Meditation Accordind to the Four Foundation of Mindfulness of Phra Sobhanamahathera (Mahasi Sayadaw)

Napanart Vlailuck — Wed, 30 Sep 2026 00:00:00 +0700

This research article aims to: (1) study the practice of Vipassanā meditation based on the Four Foundations of Mindfulness (Satipaṭṭhāna) in Theravāda Buddhism; (2) examine the Satipaṭṭhāna-based Vipassanā meditation method of Venerable Sobhana Mahathera (Mahasi Sayadaw); and (3) investigate the influence of his meditation tradition on the development and dissemination of Vipassanā practice in Thailand. This study is based on documentary research, drawing on the Pāli Canon, commentaries, books, academic publications, and related research. The findings show that, in Theravāda Buddhism, the practice of Vipassanā meditation according to the Four Foundations of Mindfulness is regarded as the direct path to liberation. Its practice is grounded in three essential qualities: ātāpī (ardent effort), the persistent effort to overcome mental defilements; satimā (mindfulness), the continuous awareness of mind and body in the present moment; and sampajāno (clear comprehension), the clear understanding of bodily phenomena, feelings, states of mind, and mental objects as they arise. The study also found that the Satipaṭṭhāna-based meditation tradition of Venerable Sobhana Mahathera (Mahasi Sayadaw) has received wide international recognition as an authentic approach to Vipassanā meditation based on the Mahāsatipaṭṭhāna Sutta in the Pāli Canon. Widely known as the "Rising–Falling" method, this tradition has been transmitted through a continuous lineage of meditation teachers since the Third Buddhist Council and the mission of Venerables Soṇa and Uttara to Suvaṇṇabhūmi. The study further revealed that the principles and teachings of Venerable Sobhana Mahathera (Mahasi Sayadaw) have had a profound influence on the spread of Vipassanā meditation in Thailand from the past to the present.

A Model of Mindfulness Organization of Secondary Schools under the Office of the Basic Education Commission

Worachuk Tawonkul — Wed, 30 Sep 2026 00:00:00 +0700

The purposes of this research were: (1) to study the components of a mindfulness organization in secondary schools under Office of the Basic Education Commission (2) to develop a mindfulness organization model for secondary schools under Office of the Basic Education Commission; and (3) to evaluate and validate the developed model. This research employed a mixed methods research design. The population and sample consisted of secondary schools under Office of the Basic Education Commission. The sample consisted of 331 secondary schools, with the sample size determined using an appropriate sampling procedure. The schools were selected from each region through random sampling, after which key informants within each selected school were chosen using purposive sampling. The respondents included one school principal, one deputy principal, and two teachers from each school, resulting in a total of 1,324 participants. This research involved in-depth interviews with seven experts for model development, followed by the evaluation and validation of the proposed model by ten qualified experts. The research instruments used for data collection demonstrated excellent content validity, with an Index of Item-Objective Congruence (IOC) of 1.00 for all items, and high reliability, with a Confidence Interval of 0.993. The instruments consisted of: (1) an unstructured interview form, (2) an opinion questionnaire, and (3) a model evaluation and validation form. The data were analyzed using descriptive and inferential statistics. Descriptive statistics included frequency, percentage, arithmetic mean, and standard deviation, while Exploratory Factor Analysis (EFA). The research findings revealed that: 1. The mindfulness organization of secondary schools under Office of the Basic Education Commission initially consisted of 123 observed variables. 2. The results of the Exploratory Factor Analysis identified 7 components comprising 87 variables: (1) Personnel Capacity Development 26 variables, (2) Professional Ethics in Work Performance 15 variables, (3) Organizational Relationships 15 variables, (4) Physical Environment 13 variables, (5) Effective Communication 10 variables, (6) Responsibility in Work Performance 5 variables, and (7) Environmental Management for Well-being Promotion 3 variables. 3. The evaluation and validation conducted by ten experts indicated that the developed model was accurate, appropriate, feasible, and useful for practical implementation. Furthermore, the model was found to be consistent with the theoretical framework underpinning the study.

Future Scenarios of Educational Administration for Private Primary Schools on the Path of Sustainable Development in the Next Decade (B.E. 2568-2578)

Tanaporn Nilnoi — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to investigate the future scenarios of educational administration for private primary schools on the path of sustainable development in the next decade (B.E. 2568–2578). The study employed future research using the Ethnographic Delphi Futures Research (EDFR) technique. The key informants consisted of 21 purposively selected qualified persons and experts in private school educational administration. The research instruments were a semi-structured interview form and a five-point rating scale questionnaire. The questionnaire was developed from the interview results obtained from the qualified persons and experts in the first round. Its quality was examined in terms of content validity, appropriateness of the items, and coverage of the research issues by educational experts and the dissertation advisor before being revised and used for data collection. The reliability of the questionnaire was examined through the process of confirming the opinions of the qualified persons and experts in the second and third rounds by considering the consistency of responses based on the median, mode, and interquartile range. The data were analyzed using content analysis, median, mode, and interquartile range. The findings revealed that the future scenarios of educational administration for private primary schools on the path of sustainable development in the next decade consisted of five pathways and thirty trends: 1) the pathway of innovation creation in academic administration, comprising seven trends; 2) the pathway of monitoring and supervision in budget administration, comprising five trends; 3) the pathway of value development in personnel administration, comprising six trends; 4) the pathway of promotion and support in general administration, comprising seven trends; and 5) the pathway of integration in private school administration toward sustainability, comprising five trends. All pathways were rated at the highest level of possibility. The findings indicate that the future administration of private primary schools needs to integrate learning innovation, transparent financial management, teacher development, safety and quality service systems, ethics, and good governance in order to promote the sustainability of educational institutions, learners, and society as a whole.

The Development of Problem-solving and Mathematical Connection Abilities on Percentage Problems of Primary 6 Students of Ban Jang Ngam School Using the Problem-based Learning with Gamification

Nichapat Suasee, Ratana Srithus, Pakamas Pawong — Wed, 30 Sep 2026 00:00:00 +0700

This article aims to: 1) compare the learning achievements before and after learning by the problem-based learning with Gamification 2) compare the learning achievements after learning by the problem-based learning with Gamification with 60 percent criterion 3) compare the problem-solving ability after learning by the problem-based learning with Gamification with 60 percent criterion 4) compare the mathematical connection ability after learning by the problem-based learning with Gamification with 60 percent criterion and 5) study the satisfaction of the students towards the problem-based learning with Gamification. The research design is quantitative quasi-experimental research. The sample group is the 11 sixth-grade students at Ban Jang Ngam School, derived by simple random sampling. The instruments are: 1) lesson plans 2) an achievement test 3) an ability test on problem-solving and mathematical connection abilities and 4) a satisfaction form. The statistics used for analyzing data are: t-test for dependent samples, t-test for one sample, mean, percentage and standard deviation. The results revealed that 1) the learning achievement after learning was higher than before 2) the learning achievement after learning was higher than 60 percent criterion with statistical insignificance at .05. 3) the problem-solving ability after learning was higher than 60 percent criterion with statistical significance at .05 4) the mathematical connection ability after learning was higher than 60 percent criterion with statistical significance at .05 and 5) the students' satisfaction was at the highest level.

Creative Leadership of School Administrators the Samut Sakhon Primary Educational Service Area Office

Warntanee Chatchawarn, Pathomporn Indrangkura Na Ayudthya, Wichian Intarasompun — Wed, 30 Sep 2026 00:00:00 +0700

This research article aims to study: (1) to study the level of school administrators' creative leadership; (2) to study the level of teachers' 21st-century learning management; and (3) determine the influence of school administrators' creative leadership that significantly influenced teachers' 21st-century learning management. The study employed a predictive research design. The sample consisted of 333 school administrators and teachers under the Samut Sakhon Primary Educational Service Area Office during the 2025 academic year and was selected using stratified random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.990. The data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis. The findings revealed that: (1) School administrators’ creative leadership was rated at the highest level overall. Among the dimensions, collaborative problem-solving received the highest mean score, followed by team-based inquiry of knowledge, whereas examination of shared beliefs received the lowest mean score. (2) 21st-Century Learning Management of Teachers was rated at the highest level overall. Among the dimensions, learning and innovation skills received the highest mean score, followed by life and career skills, while information, media, and technology skills received the lowest mean score. (3) School administrators’ creative leadership significantly influenced the development of 21st-Century Learning Management of Teachers. The significant predictors were questioning techniques (X₆), examination of shared beliefs (X₅), Teamwork in Inquiry-Based Learning (X₁), and envisioning the future (X₄). Together, these variables explained 77.5% of the variance in teachers’ 21st-Century Learning Management of Teachers. (R² = 0.775)

Strategic Leadership of School Administrators Affecting Teachers’ Teamwork in Schools under the Secondary Educational Service Area Office Bangkok 1

Manchuporn Chumapai, Pathomporn Indrangkura Na Ayudthya, Wichian — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: (1) examine the level of strategic leadership of school administrators; (2) investigate the level of teachers’ teamwork; and (3) determine the influence of school administrators’ strategic leadership on teachers’ teamwork in schools under the Bangkok Secondary Educational Service Area Office 1. This study employed a predictive research design. The sample consisted of 372 school administrators and teachers under the Bangkok Secondary Educational Service Area Office 1 during the 2025 academic year, selected through stratified random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.973. 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 administrators’ strategic leadership was at the highest level; (2) the overall level of teachers’ teamwork was at a high level. When considered by dimension, building consensus in collaborative work obtained the highest mean score, followed by coping with team member turnover, whereas team building had the lowest mean score; and (3) three dimensions of school administrators’ strategic leadership significantly influenced teachers’ teamwork at the .01 level: balanced school governance (X5), strategic direction setting (X1), and support for an effective school culture (X3). The multiple correlation coefficient (R) was .719, the coefficient of determination (R²) was .517, the adjusted coefficient of determination (Adjusted R²) was .513, and the standard error of estimate was 3.854. These three predictor variables jointly explained 51.70% of the variance in teachers’ teamwork.

Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1

Patawee Sangchatree — Wed, 30 Sep 2026 00:00:00 +0700

This research aims to 1) Study Administrative Skills in the 21st Century 2) compare the Administrative Skills in the 21st Century classified by variables such as school size and work experience, and 3) study the guidelines for developing the Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1.The sample used in the research consisted of school Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1. This study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The population consisted of 113 school administrators under Phatthalung Primary Educational Service Area Office 1 and administrators of Phatthalung Primary Educational Service Area Office 1. The quantitative sample included 71 school administrators selected through simple random sampling. The qualitative sample consisted of 3 administrators from Phatthalung Primary Educational Service Area Office 1, selected through purposive sampling. The research instruments were a questionnaire with a reliability coefficient of .985 and a semi-structured interview form. The statistical analyses used were mean, standard deviation, t-test, and F-test. The research findings revealed that: 1) Overall and in each specific area, opinions regarding the administrative skills of school administrators were rated at a high level. 2) When classified by school size and work experience, the administrative skills of school administrators showed no statistically significant differences. 3) Regarding guidelines for developing the administrative skills of school administrators, the findings indicated that. (1) Administrators should continuously develop their analytical and creative thinking skills in order to think systematically and formulate strategies that keep pace with global changes and the future of education. (2) Administrators should enhance their knowledge, understanding, and skills in utilizing innovative instructional media to promote student learning, while encouraging teachers to experiment with and develop educational innovations. (3) Administrators should develop communication skills for both internal and external organizational communication, employing language appropriate to the target audience, while also establishing collaborative networks with teachers, parents, and the community in order to foster mutual understanding and cultivate a working environment characterized by cooperation and trust.

School Administrators’ Technological Leadership on School Effectiveness in Schools under the Khon Kaen Secondary Educational Service Area Office

Aratree Sriraksa, Pathomporn Indrangkura Na Ayudthya, Wichian Intarasompun — Wed, 30 Sep 2026 00:00:00 +0700

This predictive research aimed to: (1) examine the level of technological leadership among school administrators under the Khon Kaen Secondary Educational Service Area Office; (2) investigate the level of effectiveness among schools under the Khon Kaen Secondary Educational Service Area Office; and (3) determine the influence of school administrators’ technological leadership on school effectiveness. The sample consisted of 355 school administrators and teachers from schools under the Khon Kaen Secondary Educational Service Area Office during the 2025 academic year. Participants were selected using stratified random sampling. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

The findings revealed that: (1) the overall level of technological leadership of school administrators was at the highest level. Among the five dimensions, Visionary Leadership obtained the highest mean score, whereas Excellence in Professional Practice received the lowest mean score; (2) the overall level of school effectiveness was at the high level. Digital Infrastructure Support had the highest mean score, while Collaborative Learning Culture in Schools had the lowest mean score; and (3) two dimensions of technological leadership significantly affected school effectiveness at the .01 level: Excellence in Professional Practice (X₃) and Systemic Improvement (X₄). These two variables jointly predicted school effectiveness with a predictive power of 51.10 percent.

A Comparative Study of the Guideline for Radiating Loving-Kindness in Theravada Buddhism and Mahayana Buddhism for Improving the Mind of Expatriates

Phra Kittikorn Chaichoochanaphai — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to: 1) investigate the concepts, principles, and existing problems related to the mental development of people living abroad; 2) examine the approaches to loving-kindness practice in Theravāda and Mahāyāna Buddhism for promoting the mental development of people living abroad; and 3) compare and synthesize the loving-kindness approaches of Theravāda and Mahāyāna Buddhism in order to develop an integrated loving-kindness model for enhancing the mental development of people living abroad. This study employed a qualitative research design using documentary research in conjunction with in-depth interviews with a total of 28 key informants, consisting of Buddhist monks, Buddhist meditation practitioners, Buddhist scholars, and experts. The research instruments consisted of a document review form and a semi-structured interview guide. Data were analyzed using content analysis and comparative synthesis. The findings revealed that people living abroad commonly experience loneliness, homesickness, stress, and difficulties in adapting to cultural differences, all of which negatively affect their mental well-being and quality of life. The Theravāda Buddhist approach to loving-kindness emphasizes the cultivation of mental stability through mindfulness practice, self-forgiveness, and the gradual extension of loving-kindness toward others. In contrast, the Mahāyāna Buddhist approach places greater emphasis on bodhicitta, great compassion, and the application of skillful means, including meditative practice, mantra recitation, and visualization, to cultivate loving-kindness and compassion toward all sentient beings. The comparative analysis further demonstrated that although the two Buddhist traditions differ in their philosophical perspectives and methods of practice, they share the common objective of eliminating mental defilements, cultivating loving-kindness and compassion, and promoting peaceful coexistence. Based on these findings, an Integrated Loving-kindness Model for Enhancing the Mental Development of People Living Abroad was synthesized. The model integrates the Theravāda emphasis on mental stability with the Mahāyāna emphasis on universal compassion in order to strengthen psychological resilience, reduce both intrapersonal and interpersonal conflicts, facilitate adaptation within multicultural societies, and promote balanced and peaceful coexistence with others.

The Guidelines for Creative Leadership and School Administration of Secondary Schools under Hatyai School Cluster Campus Network

Neerapa Prasankan, Navarat Waichompu — Wed, 30 Sep 2026 00:00:00 +0700

This research article aimed to 1) examine the level of creative leadership among secondary school administrators in the Nakhon Hat Yai Educational Consortium, and 2) explore guidelines for developing such leadership. A mixed-methods design was used. Quantitative data were collected from 291 teachers across 14 secondary schools Data were collected using a five-point Likert scale questionnaire. The instrument demonstrated satisfactory content validity, with indices ranging from 0.879 to 0.929, and excellent internal consistency reliability, with an overall Cronbach's alpha coefficient of 0.971. Quantitative data were analyzed using percentage, mean, and standard deviation. The qualitative phase involved structured interviews with seven key informants selected through purposive sampling, and the data were analyzed using content analysis. The findings revealed that: 1) Overall creative leadership among administrators was at a high level, with all dimensions rated high. Ranked from highest to lowest mean: teamwork, motivation, imagination, flexibility, and vision. 2) Development guidelines comprised five dimensions: (1) Vision: strengthening the ability to set organizational direction based on information and stakeholder participation; (2) Flexibility: promoting change management, two-way communication, decentralized authority, and digital technology use; (3) Imagination: fostering creative thinking through design thinking, learning from model organizations, and networking; (4) Motivation: building ethical leadership, recognition, professional development, and mentoring systems; and (5) Teamwork: promoting Professional Learning Communities (PLC) and cross-sector collaborative networks.

An Analytical Study of The Relationship Between the Four Modes of Practice and Asubha Meditation in the Development of Vipassna

Damrongsak Naisanthad — Wed, 30 Sep 2026 00:00:00 +0700

This research article had three objectives: (1) to study the Four Modes of Practice (Paṭipadā 4) in Theravāda Buddhism, (2) to examine Asubha Kammaṭṭhāna (meditation on the unattractive nature of the body) according to Theravāda Buddhist scriptures, and (3) to analyze the relationship between the Four Modes of Practice and Asubha Kammaṭṭhāna in the practice of Vipassanā meditation. This study employed a qualitative research approach using documentary research. Data were collected from the Tipiṭaka, commentaries, the Visuddhimagga, academic books, textbooks, and related research, and were analyzed through content analysis. The findings revealed that the Four Modes of Practice classify practitioners into four categories according to the nature of practice and the speed of spiritual attainment: (1) Difficult Practice with Slow Realization, characterized by strong defilements and weak spiritual faculties; (2) Difficult Practice with Quick Realization, in which practitioners possess strong defilements but mature spiritual faculties; (3) Easy Practice with Slow Realization, characterized by fewer defilements but weak spiritual faculties; and (4) Easy Practice with Quick Realization, characterized by fewer defilements and mature spiritual faculties. These classifications reflect differences in individual temperament, personal disposition, and the strength of the five spiritual faculties. Asubha Kammaṭṭhāna is a Samatha meditation subject that focuses on contemplating the unattractive nature of the body in order to reduce sensual desire, suppress the five hindrances, establish mental concentration, and provide a foundation for the development of Vipassanā insight. The analysis further revealed that the Four Modes of Practice and Asubha Kammaṭṭhāna are mutually supportive in cultivating the mind according to the Threefold Training (sikkhā). While the Four Modes of Practice explain the diversity of practitioners in terms of temperament and spiritual faculties, Asubha Kammaṭṭhāna is particularly suitable for those with a lustful temperament (rāga-carita), as it weakens attachment to physical beauty, develops concentration, and enables insight into phenomena as they truly are. When practitioners apply Asubha Kammaṭṭhāna in accordance with their temperament and mode of practice, the effectiveness of Vipassanā meditation is enhanced, leading to the realization of the Three Characteristics of Existence, the eradication of defilements, and ultimately the attainment of the Noble Path and Fruition in accordance with Theravāda Buddhist teachings.

Effects of Phenomenon based Learning Activities on Global Citizenship of Elementary Students

Napatson Chantalerd, Pavinee Sothayapetch — Wed, 30 Sep 2026 00:00:00 +0700

This research aimed to 1) compare the global citizenship of Grade 3 students before and after receiving global citizenship education based on the phenomenon-based learning approach, and 2) compare the global citizenship of students in the experimental and control groups. The sample comprised 60 Grade 3 students with mixed abilities, enrolled in the first semester of the 2025 academic year at a school under the Chanthaburi Primary Educational Service Area Office 2. The participants were selected through purposive sampling and equally assigned to an experimental group and a control group, with 30 students in each group. The research instruments included 1) lesson plans based on the phenomenon-based learning approach, 2) conventional global citizenship education lesson plans, 3) a global citizenship assessment, and 4) a behavioral observation form. The instruments were evaluated for content validity and appropriateness by three experts using the Index of Item-Objective Congruence (IOC). Data were analyzed using percentage, mean, standard deviation, dependent-samples t-test, and independent-samples t-test. The findings revealed that: 1) the experimental group demonstrated a significantly higher mean score on the global citizenship assessment after participating in global citizenship education based on the phenomenon-based learning approach (𝑥̅ = 30.77) than before the intervention (𝑥̅ = 23.07), at the .05 level of statistical significance; and 2) the comparison of global citizenship assessment scores between the experimental group, which received global citizenship education based on the phenomenon-based learning approach, and the control group, which received conventional instruction, indicated that the experimental group obtained a higher mean score (𝑥̅ = 30.77) than the control group (𝑥̅ = 29.73). However, the difference was not statistically significant at the .05 level (p = .127). Furthermore, the researcher synthesized a phenomenon-based learning model for global citizenship education to promote global citizenship among elementary school students, consisting of five steps.

An Integration of the Mindfulness with Dhamma Gita for Reducing Stress of Working People from Theravada Buddhism and Mahayana Buddhism Perspectives: A Case Study of Buddhamahametta Foundation

Maechee Sirinkarn Chaisert — Wed, 30 Sep 2026 00:00:00 +0700

The objectives of this research article are to 1) study the concepts and processes of using Dhamma gita for stress release among working people ; 2) to examine the approach of mindfulness practice through Dhamma gita for stress release of working people from the perspectives of Theravada Buddhism and Mahayana Buddhism; and 3) develop an integration of mindfulness with Dhamma gita for stress release of working people from Theravada Buddhism and Mahayana Buddhism perspectives in the case study of Buddhamahametta Foundation. The qualitative research is conducted through 17 key informants. Questionnaire survey, in-depth interviews and focus group discussions are tools, applied in this study. The data are analyzed by thematic analysis. The findings show that 1) Dhamma gita serves as a process for communicating Dhamma principles through songs, melodies, and chanting. It acts as a stimulus for mindfulness, fosters emotional tranquility, reduces mental agitation, and promotes the appropriate regulation of thoughts and feelings. It functions as a method for stress reduction among working people. 2) In Theravada Buddhism, the practice of mindfulness through Dhamma Gita focuses on using these musical forms to support the cultivation of mindfulness, concentration, and wisdom in accordance with the four foundations of mindfulness. On the other hand, Mahayana Buddhism emphasizes the use of chanting and Dhamma songs as skillful means to cultivate Bodhicitta, loving-kindness, compassion, and inner awareness; however, both of Mahayana and Theravada approaches share the common goal of developing the mind to achieve liberation from suffering and stress. 3) A model for integrating mindfulness practice with Dhamma Gita to stress release among working people is synthesized and developed. This model comprises five key components: (1) Dhamma Gita content, (2) Dhamma Gita sound and melody, (3) mindfulness stimulation, (4) emotion regulation, and (5) stress transformation. The new knowledge derived from this research is the DGMIS Model (Dhamma Gita Mindfulness Integration and Stress Transformation Model). This model integrates mindfulness practice with Dhamma Gita drawing upon both Theravada and Mahayana Buddhist traditions in order to enhance mental well-being and stress release among working people in contemporary society.

Integration of Buddhist Psychology with Thai Traditional Medical Practice: Development of a Clinical Internal Readiness Model

Ponnagron Sonjoy — Wed, 30 Sep 2026 00:00:00 +0700

This article aims to develop and synthesize an integrative conceptual framework for explaining the mind–body relationship within the context of Thai Traditional Medicine clinical practice. It integrates knowledge from Buddhist psychology, Thai Traditional Medicine, and contemporary health sciences in response to the increasing complexity of chronic illness and mind–body disorders, for which fragmented therapeutic approaches may be insufficient. In Buddhist psychology, the process of feeling and mental formation (vedanā–saṅkhāra) is understood as a key mechanism underlying suffering and mental fluctuation. In Thai Traditional Medicine, illness is explained through the imbalance of the elements, particularly wind and fire elements, which are closely related to mental states and systemic changes in the body. This study employs documentary analysis and synthesis based on the Tipiṭaka, Buddhist literature, Thai Traditional Medicine texts, and research in psychoneuroimmunology. The synthesis leads to the development of an integrative causal framework for explaining the mind–body system. The article proposes the “vedanā–saṅkhāra–element cycle” as a core mechanism linking inner experience with changes in the living system. Based on this synthesis, the “Clinical Internal Readiness Model” is developed as a nine-step process covering bodily regulation, cultivation of mental awareness, and long-term stabilization of the living system. In addition, a four-dimensional evaluation framework is proposed, consisting of inner experience, behavior, clinical symptoms, and biological indicators. In conclusion, this model elevates mental cultivation into a structured clinical tool that can be applied for planning, monitoring, and evaluating therapeutic outcomes. It also provides a means of intervening in the mind–body cycle at its root level, contributing to holistic regulation of the living system, reduction of recurrence, and sustainable well-being.