Education Committee Research Articles

Promoting the use of School Curriculum under the Jurisdiction of Saraburi Primary Educational Service Office Area 2

Background and Aims: The purposes of this research are to: (1) study the level of promotion of the use of the curriculum of educational institutions under the Saraburi Primary Educational Service Office Area 2. (2) Compare the level of opinions of personnel regarding promoting the use of the curriculum in educational institutions under the jurisdiction of the Saraburi Primary Educational Service Office Area 2, divided by position. Size of the educational institution and work experience. (3) Study guidelines for developing and promoting the use of the curriculum of educational institutions under the Saraburi Primary Educational Service Office Area 2. Methodology: The sample group in this research consisted of 317 personnel from educational institutions under the Saraburi Primary Educational Service Office Area 2, which were obtained from stratified random sampling. The tool used to collect data was a questionnaire with an IOC between 0.80 – 1.00. And had a reliability value of 0.91 including a structured interview. Statistics used in data analysis include frequency, percentage, mean, standard deviation, t-test statistic, and F-test statistic. Results: The results of the research found that: (1) promoting the use of the curriculum in educational institutions Under the jurisdiction of the Saraburi Primary Educational Service Office Area 2, overall and each aspect is at a high level. When considering each aspect, it was found that Promotion of the use of the curriculum in all aspects is also at a high level. (2) Comparison of promoting the use of the curriculum of educational institutions classified by position size of the educational institution and work experience found that there were no significant differences. (3) Guidelines for promoting the use of the curriculum in educational institutions. It was found that educational institutions should set guidelines for personnel to check the consistency of the curriculum. There are workshops on how to use the curriculum. Establish an academic center to support and promote the use of the curriculum. Including training in developing measurement and evaluation tools. along with continuously checking the effectiveness of the quality of the curriculum. Conclusion: Within the Saraburi Primary Educational Service Office Area 2, the assessment found that the educational institution's commitment to the curriculum is commendable. Demonstrate a deep understanding of all dimensions of curriculum use. The analysis also highlights consistency in promoting the use of the curriculum across educational contexts, with a focus on consistent policies and supporting frameworks. To guarantee the effectiveness and maintain the quality of operations.

Development of Morality and Ethics in Educational Institutions under the Office of the Vocational Education Commission Pathum Thani Province

Background and Aims: Developing a nation to compete with advanced countries requires prioritizing human resource development, with education serving as the foundation of this progress. Quality education establishes a sustainable knowledge base, essential for achieving economic, social, and political growth. This study aims to: (1) evaluate the level of moral and ethical development among staff in vocational institutions governed by the Vocational Education Commission in Pathum Thani Province; (2) compare staff perspectives on moral and ethical growth based on variables such as gender, position, and age; and (3) identify effective strategies to enhance moral and ethical standards within these educational institutions in Pathum Thani Province. Methodology: The sample group for this research included 348 personnel from institutions under the Office of the Vocational Education Commission in Pathum Thani Province during the 2023 academic year, selected via stratified random sampling. Research tools comprised a questionnaire using a 5-point rating scale, which had an Item-Objective Congruence (IOC) value ranging from 0.80 to 1.00, a reliability coefficient of 0.83, and a structured interview. Data analysis utilized statistical methods such as frequency, percentage, mean, and standard deviation, along with t-tests, F-tests, and pairwise comparisons using Scheffe’s method. Results: The research results indicated that: (1) The overall level of morality and ethics development in educational institutions under the Office of the Vocational Education Commission in Pathum Thani Province was rated high across all dimensions, with consistently high ratings for each specific aspect. (2) Comparative analysis revealed significant differences in morality and ethics development based on gender and position at the 0.05 significance level, but no significant differences were found based on age. (3) Guidelines for enhancing morality and ethics emphasized systematic professional oversight, recognition of outstanding personnel, and structured curricula for moral and ethical growth. The Office of the Vocational Education Commission highlighted merit-based assessments grounded in moral principles, clear standards, and well-defined workloads. Additionally, educational administrators demonstrated effective leadership by modeling rational behavior, prioritizing reason over emotion.

Administration of Vocational Education Bilateral System of Educational Institutions under the Office of the Commission Rayong Province Vocational Education

Background and Aims: The study of bilateral vocational education administration in educational institutions under the Rayong Vocational Education Institute aims to: (1) assess the level of vocational education administration within the bilateral system of vocational institutes in Rayong Province, based on the standards set by the Vocational Education Commission; (2) compare the levels of vocational education administration between different vocational education institutes in Rayong Province; and (3) explore guidelines for promoting or developing the administration of vocational education under the bilateral system within institutions under the Rayong Vocational Education Institute. Methodology: The study involved 201 participants in the sample group. Data collection was carried out using questionnaires with a 5-point rating scale and structured interviews, yielding Item-Objective Congruence (IOC) values between 0.80 and 1.00, and a reliability coefficient of 0.97. Statistical analysis included t-tests, F-tests, as well as frequency, percentage, mean, and standard deviation to effectively interpret the data. Results: (1) The Rayong Vocational Education Institute oversees a bilateral system of educational institutions, and the vocational education administration demonstrates a high level of proficiency in four main areas: curriculum, measurement and evaluation, collaboration between establishments and educational institutions, and graduate quality. (2) Using a t-test, vocational education administration in the bilateral system was analyzed based on categories such as position, educational level, individual items, and overall assessment. An F-test was also conducted to assess differences according to the size of the educational institutions. While administrators and teachers from different positions, educational backgrounds, and institution sizes had varied opinions on vocational education administration, there were no significant overall differences in perception. (3) Comprehensive guidelines for enhancing the administration of vocational education in the bilateral system should focus on four key areas: 1) improving graduate quality, 2) enhancing the curriculum, 3) fostering collaboration between businesses and educational institutions, and 4) refining measurement and evaluation processes.

Vocational Education Administration, Bilateral System under the Office of the Vocational Education Commission Kalasin Province

Background and Aims: Vocational education administration Dual system of educational institutions under the Office of the Vocational Education Commission. It is a professional education arrangement that arises from an agreement between an educational institution and a business establishment. The main objective is to develop and train professional skills for students. To prepare for future work the objectives of this research are to study the following: (1) Level of administration of vocational education, dual system, of vocational education in Kalasin Province. According to the standards for managing vocational education in the dual system of the Vocational Education Commission. To assess the quality and efficiency of operations at the operational level. 2) Compare the level of vocational education administration in the dual system of vocational education in Kalasin Province. To find differences in management in various areas and the use of various approaches to develop educational quality. (3) Study guidelines for promoting or developing the administration of vocational education, a dual system, of educational institutions under the Office of the Vocational Education Commission, Kalasin Province. To suggest ways to improve and develop educational administration to be more efficient. Methodology: In this research the sample group used was a total of 196 people. The research tool was a questionnaire with a 5-level rating scale, which had a confidence value of 0.81 and an internal consistency (IOC) in the range of 0.6-1.00. This questionnaire was designed to inquire about the administration of vocational education. Dual system of educational institutions under the Kalasin Provincial Vocational Education Institute. For data analysis use basic statistics, including frequency, percentage, mean, standard deviation and statistical tests used to compare differences, including t-test and F-test. Results: The results of the research found that: (1) Vocational education administration overall, it was at a high level. (2) Results of comparative analysis of opinions regarding vocational education administration classified by position, educational level, and size of educational institution found that there was no difference. (3) Guidelines for developing vocational education administration It is necessary to be supported and encouraged to be able to develop and adapt to the changes in today's industrial world. The various areas that should be developed include: 1) Quality of graduates: They must have knowledge and abilities that are accepted by the industry. 2) Curriculum development: Curriculum should be developed together with entrepreneurs and other stakeholders. 3) Measurement and evaluation: An effective measurement and evaluation system should be developed. 4) Cooperation between Educational institutions and business establishments: There should be strong relationships and cooperation in developing students. Conclusion: Vocational education administration Dual system of educational institutions under the Office of the Vocational Education Commission Kalasin Province. It is necessary to strengthen cooperation between educational institutions and enterprises. By giving the private sector an opportunity to participate in setting criteria and guidelines in various areas to be clear and consistent with the needs of the labor market. In this regard, there should be an effective evaluation process in order for management to be systematic and produce good results.

A Study of Project Management of Vocational Education Administrators in Kalasin Province Under the Office of the Vocational Education Commission, Ministry of Education

Background and Aims: The objectives of this research are as follows: 1) to study and compare the project management of administrators of vocational education institutions in Kalasin Province. which is under the Office of the Vocational Education Commission of the Ministry of Education. And 2) to find guidelines for developing project management for administrators of vocational education institutions in Kalasin Province. which is under the Office of the Vocational Education Commission of the Ministry of Education. Methodology: The sample group in this research consisted of administrators of educational institutions and teachers under the vocational education department of Kalasin Province. Which is under the Office of the Vocational Education Commission of the Ministry of Education. There are a total of 6 colleges with 27 school administrators and 548 teachers and personnel, for a total of 575 people. The sample was randomly drawn using a stratified method. The research tool is a questionnaire that has a 5-level rating scale with a discriminatory power between 0.55 - 0.97 and a confidence value of 0.97. The statistics used in data analysis include percentages, averages, and values, standard deviation. Results: The results of the research are as follows: (1) project management level vocational education administrators in Kalasin Province have a high level of project management. (2) Project management development guidelines: Project management development of vocational education administrators in Kalasin Province under the Office of the Vocational Education Commission, Ministry of Education, it was found that there are development guidelines as follows: 2.1 Project management development for college administrators: there should be a variety of development processes. Educational institution administrators should analyze basic information as a whole. Analyze policies, plans, and projects of various organizations, including analysis of weaknesses, strengths, and areas that should be developed. for effective planning. 2.2 Project initiation: school administrators should use participatory management principles in planning and setting strategies. Using systems thinking as a brainstorming process. This includes the participation of administrators, teachers, and organizing small group meetings. 2.3 Project implementation aspect: educational institution administrators should play a role in using art to motivate each personnel. By adhering to 5 principles in implementing the project: working with a feeling of willingness, full time, full of people, and full of energy, along with following up on the performance and upgrading the results of the project according to the framework specified in the operational plan. 2.4 Project closing: school administrators should evaluate their performance according to the operational plan for the past year. Including collecting and summarizing projects/activities along with analyzing data systematically in a systematic way. Conclusion: Development of project management for college administrators there should be various processes for developing the skills of educational institution administrators. There should be an overall analysis of basic information. Analyze policies, plans and projects of various organizations, analyze weaknesses. Analysis of strengths Points that should be developed for effective planning.

Skills of Educational Institution Administrators in the 21st Century under the Office of the Vocational Education Commission Pathum Thani Province

Background and Aims: The world in the 21st century has undergone marked changes from the 20th century, especially in the advancement of digital technology. This makes our world noticeably borderless or narrower. This change has a huge impact on all sectors. Including administration in educational institutions in the new era educational administrators in the 21st century must therefore play an important role in setting directions, policies, and leading educational institutions to success. With outstanding characteristics such as high intellectual skills professionalism in management Having a creative mind, a good attitude, and a broad vision. This research has the following objectives: (1) Study the level of skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. (2) Compare the level of opinions of personnel on the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Classified by educational level, position, and work experience. (3) Study guidelines for developing the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Methodology: The sample group used in the research was 348 personnel under the Office of the Vocational Education Commission, Pathum Thani Province, in the academic year 2023, which were obtained by stratified random sampling. The research instrument consisted of a questionnaire that was a 5-level rating scale with an IOC value in the range of 0.80 - 1.00 and a confidence value of 0.88. In addition, a structured interview was used as a secondary tool to supplement additional information. For the statistics used in data analysis, such as frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using Scheffe' method. Results: The results of the research found that (1) skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province overall, it was at the "high" level. When considering each aspect, it was found that the skills of school administrators in the 21st century were at the "high" level in every aspect. (2) Results of a comparative analysis of the skills of school administrators in the 21st century, classified by educational level, position, and work experience found that: 1) Skills of educational institution administrators according to educational level and position Overall, the differences were statistically significant at the .05 level. 2) Skills of school administrators according to work experience. Overall, they are not different. (3) Guidelines for developing the skills of school administrators in the 21st century. It was found that administrators organized workshops to provide teachers with knowledge and understanding about using the curriculum. As well as developing a competency-based teaching curriculum in collaboration with business establishments and outside agencies. There is also personnel development to create innovations, technology, and inventions for teaching and learning. Use technology to learn and there are adequate learning resources with information technology systems available Promote and support teachers and instructors to have knowledge and understanding and be able to follow measurement and evaluation regulations correctly. Conclusion: Skills of educational administrators in the 21st century. Administrators understand principles and concepts. management theory Able to apply and manage according to the situation effectively, able to manage resources efficiently, systematically and to maximum benefit.

How higher education teachers see their professional identity

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

Transformational Leadership of Educational Institution Administrators under the Office of the Vocational Education Commission, Chonburi Province

Background and Aims: This research has the following objectives: 1) to study the level of transformational leadership behavior of school administrators under the Office of the Vocational Education Commission, Chonburi Province. 2) To compare opinions about the transformational leadership behavior of school administrators in Chonburi Province. 3) To find ways to develop transformational leadership of school administrators under the Office of the Vocational Education Commission, Chonburi Province. Methodology: The sample used in this research consisted of 276 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. and use stratified random sampling The research instrument was a questionnaire with a 5-level rating scale. Which has a consistency index between 0.80 - 1.00 and the confidence value of all questionnaires is equal to 0.98. For data analysis, statistics are used, including frequency, percentage, mean, standard deviation, T-value and F-value tests. Results: The results of the research are as follows: (1) the transformational leadership of educational institution administrators under the Office of the Vocational Education Commission, Chonburi Province, overall and in each area, is at a high level. (2) Results of comparing opinions about transformational leadership of school administrators classified by position and work experience. It was found that overall and in each aspect there were no differences. But when classified by educational level It was found that there was a statistical significant difference at the 0.05 level. (3) Guidelines for developing transformational leadership among school administrators are divided into 3 approaches: 1) development by external agencies, 2) development by educational institutions, and 3) development by oneself. Conclusion: The study finds that transformational leadership among educational institution administrators in Chonburi is generally high, with no significant differences based on position or work experience, but the educational level has a significant impact. External agencies, educational institutions, and personal efforts can all help to develop this type of leadership.

The Development Model of Educational Management for Special Classrooms of School Under The Secondary Educational Service Area Office Kalasin

Background and Aims: The creation of special classes aimed at helping students with exceptional abilities in academics and other areas reach their full potential, according to the guidelines set forth by the Ministry of Education regarding the decentralization of management and administration of education to the educational Service area office by giving schools the chance to set up special classrooms if they have the staff and finances to do so. According to projects started by the Basic Education Commission, special classrooms are spaces where educational institutions concentrate on teaching and learning activities meant to promote the potential of students with extraordinary abilities. Therefore, the objective of this research is to 1) study the components and indicators of educational management for special classrooms of schools. 2) to study the current situation, desirable condition and needs assessment of educational management for special classrooms of school under the secondary education service area office Kalasin. 3) to create a model for educational management for special classrooms of schools under the secondary education service area office Kalasin. Methodology: The research was divided into 4 phases: Phase 1 studied components and indicators of educational management for special classrooms of the school, the key informant group was 7 experts, and the research tool was an interview form. Phase 1 studied the current situation, desirable condition, and needs assessment of educational management for special classrooms of school, the sample group consisted of 358 people, research tool was a questionnaire with a reliability of .79. Data were analyzed by means and standard deviation. Phase 3 created a model for educational management for special classrooms school, The key informant group was 9 experts to create and evaluate the suitability Feasibility, and usefulness of the model and the evaluating group the manual for using the model was 15 people. The research tool was an interview form evaluation form, data were analyzed by means and standard deviation Results: 1. The components and indicators of educational management for special classrooms of school consisted of 1) management, 2) curriculum and academics, 3) environment that promotes learning, 4) personnel and budget, and 5) learner quality. 2. The overall current condition is at a high average level. The overall desirable condition was at the highest mean level. The necessary needs index was ranked from the highest to the lowest as follows: 1) curriculum and academics, 2) personnel and budget, 3) environment that promotes learning, 4) quality of learners, and 5) management. Respectively. 3. The model consists of components: 1) principles, 2) objectives, 3) content, 4) development process, and 5) measurement and evaluation. There are 4 learning modules: Module 1, Curriculum and Academic Module 2, Personnel and Budget Module 3, Environment that Promotes Learning Module 4, Quality of Learners Module 4, and Management. The model has a suitability assessment result. The model's possibility and overall usefulness were at the highest level. Conclusion: The management of special classrooms in schools currently faces various challenges and suggestions for improvement in several aspects including administration and research into developing management models for more effective governance. School administrators, teachers, parents, and students must all participate in the management process, collaborate in designing operational frameworks in various aspects, and identify areas that require expedited development within the project to achieve efficiency and effectiveness for the students. There are clear and coherent curricula aligned with students' development. There are various supplementary activities in different formats to enhance the curriculum. There is a learning management system that emphasizes both theory and practice, and there should be support systems in place to assist students with their needs and potential.

Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching

Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of equitable and inclusive teaching with preservice teachers (PSTs). Findings show that a shared framework was critical to PSTs’ concept development of equitable teaching: noticing opportunities for equitable instruction, enactment of equitable pedagogy, and reflecting on teaching practice and commitments. This study highlights the value of designing programs that build PSTs’ concepts of equitable teaching in multiple contexts.

Assessing Anxiety and Satisfaction Levels among Dental Students during Online Learning amid the COVID-19 Pandemic: A Cross-Sectional Study

Introduction: The COVID-19 pandemic led to widespread adoption of online learning. In April 2020, the Higher Education Commission (HEC) of Pakistan released policy guidance on online readiness with three levels: basic, effective, and exemplary. However, concerns about the quality and readiness for online curriculum delivery in Pakistan persisted. This study assesses the anxiety and satisfaction levels of undergraduate dental students with online classes during the pandemic. Methods: An analytical cross-sectional study was conducted between June and July 2020. Data were collected via email from undergraduate dental students of a private dental college using convenience sampling, after three months of online teaching. Two tools were used: a student satisfaction questionnaire adapted from Bolliger and Halupa’s study, and a student anxiety questionnaire. Frequencies, percentages, means, and standard deviations were calculated for satisfaction and anxiety scores. Univariate and multiple linear regression analyses were performed to assess factors associated with student satisfaction. Results: Out of 300 eligible participants, 237 responded (79% response rate). Most participants (53.16% female, 59.07% hostellers) had no prior experience with online learning (85.65%). The mean anxiety score was 54.87 (SD=9.6), and the mean satisfaction score was 58.63 (SD=16.66). Male students showed less satisfaction than females, though not statistically significant. Second-year students had significantly higher satisfaction scores than third- and fourth-year students. Conclusion: Most students had no prior experience with online learning, resulting in increased anxiety and poor satisfaction with the modality during the COVID-19 pandemic.

School Learning Climate and Teacher Commitment: The Hidden Role of School Administrators’ Sensemaking Skills

School Learning Climate and Teacher Commitment: The Hidden Role of School Administrators’ Sensemaking Skills

Breaking Boundaries: How Play-full Work Design Fuels Trust and Meaningful Work

Is play-full work design strategy effective in higher education sector? To explore this phenomenon, data is collected through a structured questionnaire from teaching faculty of Pakistani universities (public, private and semi-public). SPSS and Amos software are used for the analysis of collected responses. Process macro mediation model suggested that play-full work design has significant positive relationship with job satisfaction and partially mediated by trust in management and meaningful work. Results of this study suggested that play-full work design strengthen the employees’ trust in management and provide insight about worthiness of their tasks, consequently higher level job satisfaction is attained. This study provides insight as well as guidance to higher education commission and top management of universities to take the necessary strategic measures in order to reap the benefits of this mystic practice. In addition, it also enlightens the practitioners’ vision by introducing the alleyways to make their exasperating work more challenging and gratifying.

Promoting Lifelong Physical Education Consciousness and Commitment in Sports Among Adolescents in a Selected YouthOrganization Beijing, China

Promoting lifelong physical education consciousness and commitment in sports among adolescents is imperative in cultivating healthy lifestyles and overall well-being. Adolescence is a critical period where habits and attitudes towards physical activity are formed, making it an opportune time to instill a lasting appreciation for sports and fitness. In the context of a selected youth organization in China, understanding the multifaceted nature of sports commitment becomes essential for designing effective interventions and programs tailored to the unique needs and preferences of adolescents. Research in the field of sports commitment offers valuable insights into the factors that influence individuals' sustained engagement in athletic activities. Studies conducted by van der Roest et al. (2017), Yıldırım (2020), and Merdan et al. (2021) have delved into various dimensions of sports commitment, ranging from organizational dynamics within sports clubs to individual psychosocial determinants such as motivation and coaching environment. By examining these factors within the specific context of a youth organization in China, we can gain a deeper understanding of the drivers and barriers to adolescents' participation in sports. This study seeks to contribute to the promotion of lifelong physical education consciousness and commitment among adolescents by elucidating the factors that shape their attitudes and behaviors towards physical activity. By identifying the key determinants of sports commitment within the context of the selected youth organization, interventions can be developed to foster a culture of active participation in sports and fitness activities. Such initiatives not only promote physical health but also contribute to the holistic development of adolescents, instilling values of teamwork, discipline, and resilience. Through collaborative efforts between educators, youth leaders, and community stakeholders, we can create supportive environments that encourage adolescents to embrace physical activity as an integral part of their lives. By promoting a positive and inclusive sports culture within the youth organization, we aim to empower adolescents to lead active and healthy lifestyles well into adulthood. Ultimately, our goal is to enhance the overall well-being and quality of life of adolescents in China by fostering a lifelong commitment to physical education and sports.

The Influence of Servant Leadership on Lecturers Performance Through Organizational Commitment in Central Kalimantan Higher Education

The Influence of Servant Leadership on Lecturers Performance Through Organizational Commitment in Central Kalimantan Higher Education

Internal Quality Control and the Role of Learning Management Systems (LMS) in Higher Education Institutions in Sierra Leone: Then, Now, and Later

The paper explores the evolution of Internal Quality Control (IQC) in Sierra Leone's higher education institutions (HEIs) with a specific focus on the transformative role of Learning Management Systems (LMS). Beginning with the colonial era, the paper traces the historical context of IQC, emphasizing its informal nature. The post-independence expansion of HEIs introduced quality challenges compounded by economic constraints and political instability. The civil war further disrupted the education sector, and the reconstruction period saw the establishment of the Tertiary Education Commission (TEC), formalizing IQC processes. The introduction of LMS platforms, such as Moodle and Google Classroom, marked a pivotal shift in enhancing educational quality. LMS has significantly contributed to data-driven decision-making, standardized educational processes, and continuous feedback mechanisms. However, challenges remain, including infrastructural limitations and the urban-rural digital divide. The paper also projects the future of IQC, highlighting the potential integration of advanced technologies such as artificial intelligence, big data analytics, and blockchain in LMS platforms. These advancements promise to revolutionize the educational experience, offering new possibilities for quality assurance and student engagement.

Transformational Leadership of Educational Institution Administrators under the Office of the Vocational Education Commission Sa Kaeo Province

Background and Aims: Transformational leadership is essential because it inspires and motivates people to exceed their expectations, thereby encouraging innovation and personal growth. This leadership style promotes organizational change by fostering a shared vision and empowering team members to take ownership of their roles. The goals of this research are to: 1) investigate the level of transformational leadership among educational institution administrators. Sa Kaeo Province is administered by the Office of the Vocational Education Commission. 2) Compare the transformational leadership of educational institution administrators under the Office of the Vocational Education Commission, Sa Kaeo Province. Positions are classified based on their level of education and experience. 3) Investigate guidelines for fostering transformational leadership among school administrators. Sa Kaeo Province is administered by the Office of the Vocational Education Commission. Methodology: This study used a sample of 86 school administrators and teachers. The sample size was calculated using Krejci and Morgan's table and divided randomly into groups. The research instrument was a 5-level rating scale questionnaire with a consistency index ranging from 0.80 to 1.00, and the overall reliability was 0.84. Data analysis statistics include frequency, percentage, mean, standard deviation, T-value, and F-value tests. Results: The study found that: (1) transformational leadership of educational institution administrators under the Office of the Vocational Education Commission Sa Kaeo Province. Overall, it is of a high standard. When each aspect was examined, it was discovered that the aspect with the highest average was influenced by ideology, followed by stimulating the use of intelligence. In terms of individuality, the inspiration aspect has the lowest average. (2) A comparison of school administrators' perspectives on transformational leadership. Sa Kaeo Province's Office of the Vocational Education Commission classifies jobs based on position, education level, and experience. It was discovered that the overall and individual aspects were not different. (3) Guidelines for encouraging the development of Transformational leadership of educational institution administrators under the Office of the Vocational Education Commission include four aspects: 1) Ideology-based influence, 2) Inspiration, 3) Intelligence-based stimulation, and 4) Individuality consideration. Conclusion: According to the research, transformational leadership is prevalent among Sa Kaeo Province administrators, with ideological influence being the strongest and inspiration being the lowest. There were no differences based on position, education, or experience, and development is centered on four key areas: influence, inspiration, intellectual stimulation, and individualized consideration.

A Sequential Explanatory Approach on Behavioral Flexibility and Commitment of Teachers in Talomo-A District, Davao City

This study examined how teaching resilience affects teacher commitment. Explanatory sequential mixed approaches were used to collect data from 198 public elementary school teachers in Talomo-A District, Davao City. Among quantitative responders, 17 were selected for IDI and FGD. Teacher commitment was moderate, while behavioral flexibility was great. Behavioral flexibility in self-assurance, organization, and interpersonal competency strongly influenced teacher commitment, according to regression analysis. Thematic analysis of qualitative data showed that teachers had broad behavioral flexibility, moderate commitment, and that behavioral flexibility strongly influences commitment. The regression model shows that behavioral flexibility is one reason instructors' commitment is somewhat high. The data integration method connecting- merging-confirmation explained the study's quantitative outcomes using qualitative results. Thus, the study was done to publish findings in respectable research journals.

The Influence of Teacher Competency, Teacher Commitment, and Workload on Teacher Performance

This study aims to determine the effect of teacher competence, teacher commitment, and workload on teacher performance at SMP Negeri 1 Banjar. The population and research sample were 59 teachers. The results of this study indicate that the influence of teacher competence has an effect on teacher performance at SMP Negeri 1 Banjar, with competence possessed by teachers at work being able to help them improve their work results by sharing their knowledge and sharing it among fellow teachers in an effort to achieve goals desired learning. Teacher commitment affects teacher performance at SMP Negeri 1 Banjar with the length of service the teacher has to teach at agencies, a high commitment to agencies, and a feeling of comfort in carrying out work can help these teachers improve their performance. The effect of workload on teacher performance at Banjar 1 Public Middle School is evidenced by the process of assigning teacher workloads, which were given at the beginning of the school year meeting it was determined that at least the teacher had to teach 24 hours a week, with the workload given to the teachers concerned and the responsibilities charged by the teacher can improve the performance it has. The effect of teacher competence, teacher commitment and workload on teacher performance is 78.2%, while other variables influence another 21.8%

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach.

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experienceII. Increased reflection and use of pedagogyIII. Formation of a teaching community of practiceIV. Perceived teaching career progression opportunitiesThe application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE