Development of the Innovative Instructional Strategies Combined with the STEM Education and Brainstorming Techniques for Enhancing Students’ Learning Achievements and Transforming their Science Related Attitudes

Educational management approaches that integrate knowledge in four subjects, including science, technology, engineering, and mathematics (STEM Education Method: STEME) to develop learning achievement, attitude, and creative thinking ability toward science of secondary students at the 11th grade level in physics classes. The aims of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/7, to compare students’ learning achievements of their pretest and posttest assessments in cording in the STEME, to assess students’ responses of their creative thinking abilities with the STEME, to assess students’ perceptions of their science related attitudes with the STEME, to associated between students’ post learning achievements and their creative thinking abilities the STEME, and to associated between students’ post learning achievements and their science related attitudes with the STEME. The target group consisted of 72 secondary students in two physics classes from Borabu Wittayakhan School in the academic year of 2/2016. Using the instructional innovative lesson plans of the STEME on Eclectic and Magnetics Issue in 14 hours was administered, the 30-item Learning Achievement Test (LAT), the 24-item Creative Thinking Ability Assessment (CTAA); and the 8-item Test Of Science-Related Attitude (TOSRA) were assessed. Statistically significant was analyzed with the foundational and advance statistics. The Results of these research findings have found that: Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 80.32/75.77 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pretest ( = 15.77, S.D. = 2.24) and post-test ( = 19.87, S.D. = 3.26) and t-test = 20.42 were differentiated evidence at the 0.001 level, significantly. Students’ responses of their critical thinking abilities for the CTAA in fluency, flexibility, originality, and elaboration abilities, respectively, as a whole indicated at the high level ( = 3.67, S.D. = 0.83), and the Cronbach alpha reliability = 0.87. Students’ perceptions of their attitudes toward science with the TOSRA indicated that α – reliability = 0.78, all on their average scores ranged from 3.31 to 3.90, as a whole indicated that a high level for their perceptions. Associations between students’ learning achievements of their post-test assessment indicated that 59% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAA and the relationship between students' statistical achievements at the .001 level was significantly. Students’ learning outcomes of their post-test assessment, the R2value indicated that 51% of the variances in students’ perceptions to their science related attitude for the TOSRA, and the relationship between students' statistical achievements at the .001 level were significantly. Article visualizations:

The aims of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75, to compare students’ learning achievements of their pretest and posttest assessments, to assess students’ responses of their creative thinking abilities, to assess students’ perceptions of their science related attitudes, to associated between students’ post learning achievements and their creative thinking abilities with the STEME, and to associate between students’ post learning achievements and their science related attitudes. The target group consisted of 72 secondary students in two physics classes from Borabu Wittayakhan School in the academic year of 2/2016. Using the instructional innovative lesson plans of the STEME on Eclectic and Magnetics Issue in 14 hours was administered, the 30-item Learning Achievement Test (LAT), the 24-item Creative Thinking Ability Assessment (CTAA); and the 8-item Test Of Science-Related Attitude (TOSRA) were assessed. The results of these research findings have found that: Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 80.32/75.77 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pretest were differentiated evidence at the 0.001 level, significantly. Students’ responses of their critical thinking abilities for the CTAA in fluency, flexibility, originality, and elaboration abilities, respectively, as a whole indicated at the high level, and the α-reliability = 0.87. Students’ perceptions of their attitudes toward science with the TOSRA indicated that α – reliability = 0.78, all on their average scores ranged from 3.31 to 3.90, as a whole indicated that a high level for their perceptions. Associations between students’ learning achievements of their post-test assessment indicated that 59% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAA and the relationship between students' statistical achievements at the .001 level.

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students’ learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students’ Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher’s Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students’ responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students’ learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students’ learning outcomes from the STS group evidences at a high level, only of the 9-students’ responses in a moderate level were developed of their learning achievements, responsibility.

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes.

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries. Article visualizations:

The purposes of this research were to develop an innovative instructional lesson plan based on the models of learning management in the STEM Education Method and the 5E-Inquiry Model curricula of secondary students at the 10 th grade level on Momentum and Collision Issue in physics classes with the processing and performance resulting effective standardized criteria at the level of 80/80, to compare between students’ learning achievements of their pre and posttests, to evaluate students’ performances of their creative thinking abilities with the instructional designing methods, to assess students’ attitudes toward physics, to associate between students’ learning achievements of their post tests and their creative thinking abilities and their attitudes toward physics, and to predict the relationships between students’ performances of their creative thinking abilities and their attitudes toward physics. Administrations with the target sample groups, which consisted of 50 experimental and 46 controlling group students to manage learning activities with the STEM Education Method and the 5E-Inquiry Model from Sarakhampittayakom School, Thailand with the Purposive Random Sampling technique was selected. Using the research type of the Quasi-experimental research was experimented in Two-Group Pretest-Posttest Design. Students’ learning activities of their processing and performance resulting effective with the innovative instructional lesson plan in 16 periods. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) with four multiple choices, Students’ responses of their creative thinking abilities were assessed with the 24-item Creative Thinking Ability Test (CTAT) in four scales; students’ attitudes were assessed with a short version of the 8-item Test Of Physics-Related Attitude (TOPRA). Statistically significant were analyzed with average mean score , standard deviation , (S.D.), percentage, independent variable t-test, One-Way ANOVA ( eta 2 ), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation ( R ), and the Coefficient Predictive Value: ( R 2 ) were used. The results of this research findings: the effectiveness of the innovative learning management lesson plan on Momentum and Collision Issue of the secondary students at the 10 th grade level in the form of STEM Education Method (E1/E2) is 83.70 / 83.47, and based on the 5E-Inquiry Model of (E1 / E2) was 80.00/80.58. Students’ learning achievements of their pretest and post tests for both STEM Education Method and the 5E-Inquiry Model were differentiated ( ƿ < 0.001), significantly. The CTAT and the TOPRA by Cronbach alpha coefficient evidence of 0.88 and 0.79 were validated and reliability. Associations between students’ learning achievements of their post-test (PoLAT) and their CTAT, the R 2 value indicated that 47% and 42% of the variance in students’ creative thinking abilities of their physics classes were attributable to their post learning achievements, students’ learning achievements of the LAT and their TOPRA toward physics, the R 2 value indicated that 50% and 36% of the variance in students’ creative thinking abilities of their physics classes were attributable to their PoLAT learning achievements, the coefficient predictive determinant values between students in their CTAT and TOPRA toward physics, the R 2 value indicated that 67% and 26% of the variance in students’ creative thinking abilities of their physics classes were attributable to their attitudes toward physics in the STEM Education Method and the 5E-Inquiry Model, statistically significant was also found at the 0.01 level, respectively. In terms of the 5E-Inquiry Model, statistically significant was not found at the 0.05 level between students’ creative thinking abilities and their attitudes toward physics. Article visualizations:

The aims of this research were to develop an innovative instructional lesson plan based on the model of the STEM Education instructional designing model (STEM Model) with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) according to the criteria level of 70/70, to compare between students’ academic achievements of their pretest and posttest assessments with the STEM Model, to compare between students’ academic achievement of their posttest assessment and their standardized criterion of 70% threshold, to assess students’ perceptions of their attitudes toward science after the STEM Model were administered, and to analyze the associations between students’ academic achievements and their attitudes toward science after the STEM Model were administered, completely. The sample target group consisted of 22 secondary students at the 11th grade level in chemistry class from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling technique was selected. Research instruments were composed of an innovative instructional lesson plan based on the concept of the STEM Model on the Rate of Chemical Reaction Issue was administered for a total of 16 hours in six weeks, which was reviewed by the 5-professional experts was very high appropriate, the 30-item Chemistry Achievement Test (CAT) was assessed, and students’ perceptions were assessed and adapted from the original of the 70-item Test Of Science-Related Attitudes (TOSRA) to the 21-item Science Attitude Assessment Model (SAAM). Statistically significant was analyzed with mean, percentage, standard deviation and testing the hypothesis with the Pearson’s correlation was used. The results of these research findings that following as: an innovative instructional lesson plan based on the model of the STEM Model with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) evidence of 78.41/74.24, which according to the criteria level at 70/70. The average means scores of students’ academic achievements of their posttest ( = 22.27, S.D. = 3.18) was a higher than pretest ( = 10.86, S.D. = 2.57) outcomes, statistically significant was differentiated between their pretest and posttest designs at the level of .05. Comparisons between students’ academic achievement of their CAT was a higher than standardized criterion of 70% threshold with the STEM Model, statistically significant was differentiated between their posttest designs and the criterion of 70% threshold at the level of .05, differently. Assessing students’ perceptions of their SAAM to the STEM Model indicated that of a high level and Cronbach alpha coefficient value was 0.88, validity. Associations between students’ academic achievements and their attitudes toward science after using the STEM Model, the predictive efficiency (R2) value indicated that 86% of the variances in the CAT to their chemistry class were attributable to their SAAM, relatively.

The objective of this survey research is to study and compare the cross-cultural leadership of school administrators under the Secondary Educational Service Area Office Bangkok 1 classified according to the academic standing, special classroom in foreign language, and school size. The sample population consisted of 357 teachers working in schools under the Secondary Educational Service Area Office Bangkok 1 during the 2022 academic year. The research instrument was a five-rating scale questionnaire. The test of accuracy found an index of item objective congruence (IOC) between 0.60-1.00 and a Cronbach’s alpha coefficient of 0.969. The statistics used in the data analysis were frequency, percentage, mean, and standard deviation. The researcher also employed a t-test technique and the one-way analysis of variance (ANOVA) technique in addition to Scheffe’s multiple comparison method. The results were that the cross-cultural leadership of school administrators under the Secondary Educational Service Area Office Bangkok 1 had an overall high-level average. When the five aspects were considered, it showed as follows: multicultural acceptance, cultural communication, equity and ethics, positive power, and organizational relationship. In addition, the teachers who differed in academic standing and school size exhibited overall differences in their opinions towards the cross-cultural leadership of school administrators at a statistical significance level of .05. However, there were no differences in the opinions of teachers who differed in special classroom in foreign language.

The purposes of this research study were to develop the instructional lesson plan with the learning management according to the concept of the STEM education method for processing performances and the performance results efficiency (E 1 /E 2 ) at the determining criteria as 80/80, to assess students’ post learning achievements with the learning management according to the concept of the STEM education method and the criteria learning outcomes at 80% , to compare between students’ solving problem thinking skills to their pre and post STEM education instructional method, to analyze of associations between students’ post learning achievements and their perceptions of their solving problem skills. The target group consisted of 33 secondary students at the 10 th grade level from Borabu Wittayakhan under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected in the secondary semester in 2016. Using a instructional lesson plan with the learning management according to the concept of the STEM education method in 4 weeks of 12 hours was administered, students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT), students’ solving problems were assessed with the Solving Problem Thinking Skill Assessment (SPTSA) which total score of 40. Data analysis was evaluated with percentage, mean, standard deviation, t-test, simple and multiple correlation, standardized regression weight validity, and coefficient predictive value ( R 2 ). The results of these findings have found that: the efficiency with the learning management according to the concept of the STEM education method of the processing performances and the performance results (E 1 /E 2 ) indicated that evidence of 82.42/81.67, which was higher than with the criteria of 80/80. Students’ learning achievements of their posttest assessment ( = 24.67, S.D. = 1.89) and the criteria level of 75% indicated that at the level of .01, differently. Students’ responses of their post solving problem thinking skills ( = 32.67, S.D. = 2.41) and the criteria level of 75% on digestion of microorganism issue were differentiated of statistically significant at the level of 0.01. Associations between students’ post learning achievements and their solving problem thinking skills were positive relative (r = 0.33, ρ <.01), the relationships between two variables with the standardized regression weigh validity were found (β = 0.33, ρ <.01), the multiple correlation value indicated that of 0.8026 (R = 0.80, ρ <.01), and the coefficient predictive value was evidence at 0.6442 (R 2 = 0.64, ρ <.01) and indicated that 64% of SPTSA of the variances in for the LAT. students in their achievement group has implications for thinking skills in solving problems that have been learned in the field of biology. Article visualizations:

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as:Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively. Article visualizations:

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9 th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t -test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value ( R 2 ) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E 1 /E 2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R 2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science. Article visualizations:

Background and Aims: Morality and ethics are considered fundamental principles for every human being. Morality serves as a key guideline for individuals or society to apply in their daily lives. It helps individuals perform their duties smoothly, achieve success in their work, and become good members of their families, society, and the nation. For teachers, morality must go hand in hand with the profession; a teacher without morality is like a monk without precepts. Morality is a fundamental aspect for everyone and all professions. This research aims to: 1) Study the level of personnel’s opinions on the promotion of morality and ethics among government teachers and educational personnel, and 2) Compare the levels of those opinions, categorized by educational level, work experience, and position, within the Secondary Educational Service Area Office Nakhon Ratchasima. Additionally, it seeks to explore approaches for promoting morality and ethics among government teachers and educational personnel under the Secondary Educational Service Area Office in Nakhon Ratchasima. Methodology: The sample group used in this research consisted of school administrators, teachers, and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office. The sample of 351 individuals was selected using stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a structured interview. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00, and the reliability coefficient was 0.84. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, F-test (ANOVA), and pairwise comparison using Scheffé’s method. Results: The research findings revealed that: 1. The overall level of promoting morality and ethics among teachers and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office was rated as high. When considering each aspect individually, the promotion of morality and ethics in all areas was also rated at a high level. 2. The promotion of morality and ethics, when classified by educational background, work experience, and job position, showed statistically significant differences at the .05 level. 3. Guidelines for promoting morality and ethics among teachers and educational personnel under the Nakhon Ratchasima Secondary Educational Service Area Office were identified as follows: safeguarding national independence and sovereignty; adhering to religious principles and respecting religious diversity; conducting oneself within moral boundaries; performing duties with a strong sense of responsibility, considering the benefit of the public service and relevant stakeholders; developing work systematically; applying modern technology and engaging in continuous self-development to achieve targeted outcomes; providing services willingly; treating everyone equally and respectfully; being a good citizen who respects the law, maintains discipline, and upholds professional standards; using polite language; listening attentively to others' opinions; and practicing compassion. Conclusion: The promotion of morality and ethics among teachers and educational personnel focuses on instilling positive values, honesty, and a strong sense of duty. It emphasizes being a good role model for students and society, as well as working with transparency and accountability. Activities such as training sessions, awareness-building programs, and continuous evaluations are organized to foster and develop professional ethics in the teaching profession.

This study aims to explore the implementation of attitude measurement tool known as Test of Science-Related Attitudes (TOSRA) in Sindh. 1097 higher-secondary level students from Hyderabad division of Sindh participated in the study. The alpha reliability values of different scale of TOSRA were analysed and enhanced to acceptable and good level using statistical techniques. The alpha coefficients for adapted TOSRA scales were observed as; Social Implications of Science (0.707), Adoption of Scientific Attitudes (0.801), Classroom Enjoyment (0.779), Leisure Interest in Science (0.767) and Career Interest in Science (0.701). The overall alpha coefficient for adopted (five-scale) TOSRA questionnaire administered in this study was 0.912. Similarly, the values of discriminant validity of the scales were deduced using correlation techniques for these scales where mean correlation between the scales ranged from 0.49 to 0.57. The adopted version of TOSRA was developed based on the statistical analyses including Cronbach alpha, Pearson’s correlation, and factor analysis, and showed sufficient validity and reliability to be implemented in subsequent research to measure students’ attitude towards science in province of Sindh, Pakistan.&#x0D; Keywords: Attitude towards Science, TOSRA, Instrument development, Science Education, Higher secondary students

The Test of Science-Related Attitudes (TOSRA) was initially developed in Australia by Barry J. Fraser in 1977 for high school students. This research aims to modify and validate the TOSRA used for 5th-grade elementary school students in Mataram, Indonesia. A survey model with a Likert scale questionnaire was used in the research and a purposive sampling strategy was used to recruit 318 students from 3 different elementary schools in Mataram. There were 4 of 7 indicators of TOSRA used in this research: attitude to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, and leisure interest in science. From each indicator, 5 of the 10 statements on TOSRA are taken, so a total of 20 statements were presented in the questionnaire. Each item of the question was analyzed for its validity and reliability overall. The results showed that all question items are valid and reliable so this modified TOSRA can measure the science-related attitudes of 5th-grade elementary school students in Mataram, Indonesia.

The purposes of this research were: 1) to study the level of teachers' opinions of strategic leadership of school administrators under the Secondary Educational Service Area Office Bangkok 2; 2) to study the level of effectiveness of schools under the Secondary Educational Service Area Office Bangkok 2; and 3) to study the relationship between strategic leadership of school administrators and effectiveness of schools under the Secondary Educational Service Area Office Bangkok 2. The population for this research consisted of 5,534 teachers in schools under the Secondary Educational Service Area Office Bangkok 2. The sample of 357 teachers was selected using stratified sampling and simple random sampling. A 5 – point rating scale questionnaire was used, with an Item Objective Congruence (IOC) index ranging from 0.60 to 1.00. The reliability of the questionnaire was .981. The statistics used in data analysis were mean, standard deviation, and Pearson's Product Moment Correlation Coefficient. The results were as followed: 1) the overall strategic leadership level of school administrators under the Secondary Educational Service Area Office Bangkok 2 was high; 2) the overall level of effectiveness of schools was high; and 3) the relationship between strategic leadership of school administrators and effectiveness of schools was significant at p &lt; .01 (r = .817). The strongest positive correlations were found between strategic leadership of school administrators in the areas of ‘Advising students on importance of a positive attitude’ and overall school effectiveness.