Educational Administrators Research Articles

Assessment of Job Satisfaction

The research focused on assessing job satisfaction among contractual faculty members in higher education institutions, utilizing Herzberg's Two-Factor Theory as a framework. Contractual faculty members often hired temporarily, face unique challenges and conditions that can significantly impact their job satisfaction and overall engagement. Herzberg's theory distinguishes between motivators, intrinsic factors related to the job itself, and hygiene factors, which are irrelevant conditions surrounding the job. This study explores both factors to assess their effects on the job satisfaction of contractual faculty members.Quantitative approach is applied to capture relevant results of contractual faculty members' job satisfaction. The survey measured various motivators, including intrinsic and extrinsic factors. Findings indicate that while improvements in hygiene factors like salary and job security are essential for reducing dissatisfaction, they alone are insufficient to foster high levels of job satisfaction. Motivators, such as opportunities for meaningful work and professional development, are crucial in enhancing overall job satisfaction. This research provides valuable insights for higher education administrators and policymakers aiming to improve contractual faculty members' working conditions and experiences. By addressing motivators and hygiene factors, institutions can establish a more motivating and supportive work environment, ultimately benefiting faculty and students.

The Psychological Contract Theory on Student Retention: A Systematic Literature Review

The purpose of this article is to cover the themes central to psychological contract theory as well as its impact on student retention. While psychological contract theory has been extensively studied and applied in work-related settings, its influence in educational settings has not been fully explored. To address this gap, this study collected and analyzed data following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data was collected from studies published between 2013 and 2023, resulting in the analysis of 24 eligible papers from various academic databases in the review. Based on the number of eligible papers within a ten-year timeframe indicates a scarcity of research on psychological contracts in educational contexts, particularly concerning student retention. The findings from the 24 eligible papers were synthesized and reported using descriptive analysis and tabulation, thus shedding light on how psychological contract theory influences student retention. The analysis suggests that unfulfilled psychological contracts between students and academic staff can contribute to student attrition, especially when students' expectations, formed during earlier educational experiences, are not met. This systematic literature review emphasizes the importance of the psychological contract in educational settings particularly in managing the dynamic student and academic relationship. The review made suggestions for practical implications for academic leaders, policymakers, and education administrators, stressing the need for adaptive, inclusive, and forward-looking approaches in education, and recommendations for future studies.

Digital Black placemaking: supporting Black women’s engagement in higher education

Through an analysis of in-depth interviews, this project examines how Black women attending historically White institutions experienced their campus digitally and how they created and maintained Black places online. Using Black placemaking and Black feminist theory, this project explores how digital Black placemaking operates in a higher education setting. Additionally, this project examines ways Black women college students created and cultivated digital counter-space with one another though their involvement in digital engagement. This study has implications for Black women’s experiences in digital spaces within the context of higher education. Further, we discuss implications for higher education leaders and administrators working to support Black women college students in an increasingly digital context.

Academic Leadership of Educational Institution Administrators under the Jurisdiction of Saraburi Primary Educational Service Office Area 2

Background and Aims: Education is a process that enhances knowledge and skills in individuals. To be able to live effectively in society It is a tool that promotes learning for everyone from birth and throughout life, through a variety of formats suitable for each age group. Educational institution administrators need to have academic leadership qualities. which is considered an important factor in the management of educational institutions Because educational institutions have unique characteristics that are different from general organizations. This research therefore has the following objectives: (1) To study the academic leadership level of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. (2) To compare the academic leadership level of educational institution administrators according to various characteristics such as gender, age, and size of the educational institution. And (3) to study the possibility of developing the academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. Methodology: The sample used in the research consisted of 317 personnel from the Saraburi Primary Educational Service Office Area 2, which was obtained by stratified random sampling. The tools used in the research are a questionnaire with 5 rating scales, with IOC values ​​between 0.80 and 1.00. And had a confidence value of 0.76. In addition, a structured interview was used as an additional tool. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test (t-test), and F-test. Results: The results of the research found that: (1) The academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 was overall at the "high" level. When considering each aspect, it was found that the academic leadership of Executives is at a "high" level in every aspect. (2) The results of the analysis of the comparison of opinions on academic leadership of school administrators according to various characteristics, including gender and age, found that there were no statistical differences. But when classified according to the size of the educational institution It was found that there was a statistically significant difference at the .05 level. (3) Guidelines for developing academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 found that: administrators should establish a committee to evaluate and monitor the implementation of the curriculum. Including internal supervision creates an environment that is conducive to teaching and learning. Support teachers to receive academic training that is consistent with the goals of the educational institution. There is a meeting of teachers to jointly consider the educational progress of the educational institution. Conclusion: Administrators have the knowledge and ability to lead educational institutions to progress. Must have knowledge and ability in academic work. Promote a teaching and learning atmosphere within educational institutions. Evaluate and monitor the progress of staff and students for maximum efficiency.

Academic Leadership of Educational Institution Administrators under the Jurisdiction of Udon Thani Primary Educational Service Office Area 2

Background and Aims: Education plays a critical role in developing individuals, society, and the nation, serving as a driving force for sustainable national development and fostering harmonious living within communities. Administrators of educational institutions hold a key position in ensuring that education adapts to evolving economic, social, and technological landscapes. To meet these challenges, leaders must be skilled in managing change and enhancing academic quality. This research aims to: 1) examine the academic leadership level of school administrators under Udon Thani Primary Educational Service Office Area 2, 2) compare their leadership based on position, experience, and school size, and 3) explore strategies for developing their academic leadership. Methodology: The research sample consisted of 310 school administrators and teachers, selected based on Krejci and Morgan's table and randomly divided into groups. A 5-level rating scale questionnaire was used as the research instrument, with a consistency index ranging from 0.80 to 1.00 and an overall reliability score of 0.86. Statistical methods applied in the data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test to evaluate and compare the findings. Results: The research findings are as follows: (1) The academic leadership of educational institution administrators under Udon Thani Primary Educational Service Office Area 2, both overall and in each specific area, is at a high level. (2) A comparison of opinions on academic leadership, classified by position, work experience, and school size, revealed no significant differences across these factors. (3) Guidelines for promoting academic leadership among school administrators include eight key areas: 1) raising awareness in meetings and setting high expectations for student academic achievement, 2) showing enthusiasm for implementing school improvement strategies, 3) providing incentives and rewards for academic efforts, 4) tracking academic progress, 5) creatively utilizing resources and personnel, 6) ensuring the school environment is pleasant, orderly, and safe, 7) monitoring teachers' instructional practices, and 8) observing teaching and giving constructive feedback. Conclusion: Overall, the study reveals that school administrators in Udon Thani Primary Educational Service Office Area 2 exhibit strong perceptions of academic leadership, which are consistent regardless of their position, experience, or the size of their institutions. To further enhance leadership effectiveness, the suggested guidelines emphasize the importance of fostering a supportive environment, implementing practical strategies for school improvement, and closely monitoring both students' academic progress and teaching practices. These measures are designed to ensure that academic leadership continues to positively impact educational outcomes.

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.

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.

Technology Leadership of Educational Institution Administrators under the Lopburi Provincial Learning Promotion Office

Background and Aims: Nowadays, technology play an important role in the management of educational institutions. Educational institution administrators need to have technological leadership to be able to manage education effectively. Using existing technology in the management process, promoting and supporting personnel under the organization. It will greatly increase the usefulness and efficiency of work in today's era. Therefore, it is necessary to develop, improve and modernize the existing education system. and consistent with technological changes this research has the following objectives: (1) Study the level of technological leadership of educational institution administrators under the Lopburi Provincial Learning Promotion Office. (2) Compare the technological leadership of educational institution administrators under the Lopburi Provincial Learning Promotion Office classified by position education level and work experience. (3) Study guidelines for developing technological leadership of educational institution administrators under the Lopburi Provincial Learning Promotion Office. Methodology: The sample group used in the research included 127 school administrators and teachers under the Lopburi Provincial Learning Promotion Office. The sample size was determined according to Krejci and Morgan's table. and the sample was selected using stratified random sampling. The research instrument consisted of a questionnaire using a 5-level rating scale with a consistency index between 0.80-1.00 and the reliability of the entire questionnaire was 0.96. In addition, interviews were used as additional tools. In data analysis use a variety of statistics including frequency, percentage, mean, standard deviation, T-test, F-test, and Scheffe's Method analysis. Results: The results of the research found that: (1) Technology leadership of school administrators under the Lopburi Provincial Learning Promotion Office overall and in each aspect, it is at a "very" level. (2) Technology leadership comparison results of administrators of educational institutions under the Lopburi Provincial Learning Promotion Office classified by position Education level and work experience It was found that overall and, in each aspect, there were no differences. However, when classified according to work experience It was found that overall, there were no differences. But in terms of supporting the use of technology in measurement and evaluation. There is a statistically significant difference at the 0.05 level. (3) Guidelines for developing technology leadership of educational institution administrators under the Lopburi Provincial Learning Promotion Office, it consists of 5 main areas: 1) Having leadership and technology vision, 2) supporting teaching and learning using technology, 3) ethics in using technology, 4) supporting the use of technology in administration, 5) supporting the use of technology in measurement and evaluate. Conclusion: Technology leadership of educational institution administrators’ emphasis should be placed on appropriate management and application of technology in educational institutions. To achieve maximum efficiency in operations and development of educational quality.

The Use of Technology in the Management of Educational Institution Administrators Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: Nowadays, technology clearly plays an important role in people's daily lives. We live in an era where borderless communication has made great progress. Various conveniences have been invented and developed that help in human life. Allows us to access information quickly and more conveniently. More and more, therefore, humans are beginning to see the importance of information and its use. As a result, technology has become an important part that strengthens the basic necessities of life. Learning and adapting to new technology is necessary now and in the future. This research aims to: (1) Study the level of use of technology in administration by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4. (2) Compare opinions about the use of technology in administration between school administrators and teachers in Nakhon Ratchasima Primary Educational Service Area Office 4. (3) Study guidelines for developing the use of technology in the administration of school administrators in the Nakhon Ratchasima Primary Educational Service Area Office 4. Methodology: The research sample consisted of 317 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. This resulted in a consistency index between 0.80 and 1.00, while the reliability value of the entire questionnaire was 0.86. For data analysis, statistics such as frequency, percentage, mean, and standard deviation were used. Including t-test. and examining the pairwise average by dividing the F value. Results: The results of the research are as follows: (1) The use of technology in the management of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, overall and in each aspect, is at a high level. (2) Results of comparing opinions on the use of technology in the administration of educational institution administrators according to position. Work experience and the size of the educational institution found that there was no difference. (3) Guidelines for developing the use of technology in the administration of educational institution administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, consisting of 4 areas: 1) academic administration, 2) budget management, 3) Human resource management and 4) general administration Conclusion: Development of the use of technology in the management of educational institution administrators under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4, resulting in change and creating opportunities for the organization. modification organizational operating structure to increase efficiency in production and service relationships within the organization.

Characteristics of Educational Institution Administrators in the 21st Century under the Jurisdiction of the Chonburi Primary Educational Service Office Area 3

Background and Aims: In the 21st century, rapid technological advancements and innovations have significantly impacted educational institutions, compelling them to adapt and transform to remain relevant. Educational leaders must embrace organizational reforms and personal development to successfully navigate these changes and achieve their objectives. This research aims to: 1) assess the characteristics of educational administrators in the 21st century under the Sakon Nakhon Secondary Educational Service Area Office, 2) compare these characteristics based on position, educational level, and institution size, and 3) propose development guidelines for enhancing the leadership qualities of these administrators within the same context. Methodology: The sample group for this research comprised 331 school administrators and teachers, with the sample size determined using Krejci and Morgan's table and randomly assigned to groups. The research instrument was a questionnaire based on a 5-level rating scale, with a consistency index ranging from 0.80 to 1.00 and an overall reliability score of 0.89. Statistical methods employed for data analysis included frequency, percentage, mean, standard deviation, and both T-value and F-value tests to assess the data. Results: The research findings revealed that: (1) The overall characteristics of educational institution administrators in the 21st century under the Sakon Nakhon Secondary Educational Service Area Office, as well as each specific aspect, were rated at a high level. (2) When comparing opinions on the characteristics of these administrators by position, educational level, and institution size, significant differences were found across all aspects at the .05 statistical level. (3) Guidelines for enhancing the characteristics of 21st-century school administrators under this office included 10 key areas: 1) honesty and integrity, 2) trustworthiness and empowerment, 3) communication, collaboration, and connectivity, 4) positive energy, 5) confidence, 6) determination and perseverance, 7) willingness to learn, unlearn, and relearn, 8) creative and innovative entrepreneurship, 9) reliance on intuition, and 10) the ability to inspire through intelligence.

Extent of Execution of P.E. Administrators’ Functions as Influenced by Their Leadership Capabilities in an Engineering University in China

This study explores the relationship between leadership capabilities and management functions of Physical Education (PE) administrators at Hubei Engineering University, China. Using a descriptive-comparative-correlational research design, data were collected from PE teachers to assess the effectiveness of administrators in strategic planning, organizing, directing/leading, and controlling. Additionally, leadership capabilities such as organizational direction, collaborative leadership, and instructional leadership were evaluated. The results revealed that administrators are generally effective in their management functions, with organizing and collaborative leadership receiving the highest scores. However, challenges related to resource management and internal control systems were identified. Significant correlations between management functions and leadership capabilities underscore the importance of strong organizational skills for effective leadership. These findings provide insights into the leadership development needs of PE administrators and suggest practical solutions for overcoming administrative challenges.

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.

Digital Leadership of School Administrators under the Jurisdiction of the Sakon Nakhon Secondary Educational Service Area Office

Background and Aims: The world changes in the 21st century to a fully digital era. As a result, school management must inevitably use technology as a tool to support teaching and learning. Schools in this century have undergone significant changes in many areas, such as the nature of knowledge. Learner's role and the role of the teacher. This is something that school administrators need to have the ability to understand and to support these changes. This research has the following objectives: 1) to study the digital leadership level of educational institution administrators under the Sakon Nakhon Secondary Educational Service Area Office. 2) To compare the digital leadership of educational institution administrators under the Sakon Nakhon Secondary Educational Service Area Office. Classified by position Work experience and the size of the educational institution. 3) To study methods for developing digital leadership of educational institution administrators under the Sakon Nakhon Secondary Educational Service Area Office. Methodology: The sample used in this research consisted of 331 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. and used the random sampling method. The research instrument was a questionnaire with a 5-level rating scale. Which has a consistency index value in the range of 0.80 - 1.00 and a reliability value for all questionnaires equal to 0.86. Statistics used in data analysis include frequency, percentage, mean, standard deviation, T-value and F-value tests. Results: The results of the research found that: (1) A study of the level of leadership in the digital age of administrators of educational institutions under the Sakon Nakhon Secondary Educational Service Area Office. Overall and in each aspect are at a high level. (2) Results of comparing opinions about leadership in the digital age of administrators of educational institutions under the Sakon Nakhon Secondary Educational Service Area Office. Classified by position Work experience and the size of the educational institution Overall and in each aspect, no differences were found. (3) Guidelines for promoting and developing leadership in the digital age of administrators of educational institutions under the Sakon Nakhon Secondary Educational Service Area Office consist of 5 areas: 1) having a modern leadership vision, 2) developing creativity, 3) paying attention to the needs of teachers and students, 4) increasing the efficiency of working together, and 5) promoting to have knowledge and ability. Conclusion: The study found that educational administrators in Sakon Nakhon demonstrate strong leadership in the digital age across all areas, with no significant differences based on position, experience, or institution size. It also emphasizes five key strategies for improving leadership: cultivating a modern vision, creativity, attention to stakeholder needs, collaboration, and ongoing skill development.

The Student Affairs Management by Educational Institution Administrators under the Jurisdiction of the Bueng Kan Primary Educational Service Area Office

Background and Aims: The objectives of this research are as follows: 1) to study and compare student affairs administration of educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position Education level and the size of the educational institution. 2) To compare student affairs administration among educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position education level and the size of the educational institution. And 3) to study guidelines for developing student affairs administration among educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Methodology: The sample in this research consisted of 331 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. Using the stratified random sampling method. The research tools consisted of a questionnaire with 5 rating scales and an interview form. Which has a consistency index between 0.80 - 1.00 and a confidence value for the entire questionnaire equal to 0.89. For data analysis, statistics such as frequency, percentage, mean, and standard deviation were used, as t-tests and F-tests. Results: The results of the research found that: (1) the level of student affairs administration of educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Overall and in each aspect are at a high level. (2) Comparison of opinions regarding student affairs administration among school administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position Education level and the size of the educational institution It was found that overall and in each aspect there were no differences. (3) Guidelines for promoting the development of student affairs administration for educational institution administrators under the Bueng Kan Primary Educational Service Area Office, consisting of 6 areas: 1) promoting guidance activities in educational institutions, 2) promotion of health, sports and recreation, 3) promotion of boy scouts, girl guides, and red cross youth activities, 4) promotion of democratic activities and student discipline, 5) promoting and developing student councils to strengthen student and youth organizations in educational institutions; and 6) promoting the protection of children's and youth's rights. Conclusion: According to the findings, Bueng Kan school administrators perform well in all aspects of student affairs administration, with no significant differences based on position, education level, or institution size. It also outlines six key strategies for improving student affairs: promoting guidance, health, and recreational activities, developing leadership skills through scouting and democratic initiatives, strengthening student councils, and protecting children's rights.

The Role of Educational Institution Administrators in Operating the Student Care and Assistance System at Vocational Colleges in Chonburi Province

Background and Aims: The objectives of this research are as follows: 1. to study and evaluate the operational level of the student care and assistance system. Students in vocational colleges in Chonburi Province 2. To compare the performance of the student care and assistance system in such colleges classified by status. and 3. to propose guidelines for operations related to the role of school administrators in developing student care and support systems for students in vocational colleges in Chonburi Province. Methodology: The sample group in this research consisted of administrators and teachers from vocational educational institutions in Chonburi province, totaling 269 people, using questionnaires as a tool for collecting data. which has a reliability value of the questionnaire at 0.97. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. As for hypothesis testing, t-test statistics were used. Results: The finding found that (1) The opinion regarding the role of educational institution administrators in operating the student care and support system Students in vocational colleges in Chonburi Province Overall it is at a high level. (2) Level of opinions regarding the role of educational institution administrators in operating the student care and assistance system, classified by gender, found that overall there was no difference. When considering each aspect, it was found that the areas of student promotion and development were significantly different at the 0.05 level. While knowing each student individually student screening Preventing and solving student problems. And in the forwarding aspect, no differences were found. (3) Level of opinion regarding the role of educational institution administrators in operating the student care and assistance system, classified by status It was found that there was a statistically significant difference at the 0.05 level. Especially in the area of ​​student screening and in the area of ​​student promotion and development. which were significantly different at the 0.05 level, while no differences were found in other aspects. Conclusion: The study discovered that vocational college administrators in Chonburi Province are widely perceived to play an important role in student care and support. While gender had no overall impact on these opinions, there were differences in student promotion and development, and status had a significant influence on perceptions in areas such as student screening and development (p < 0.05).

Using Principles of Good Governance by Educational Institution Administrators under the Jurisdiction of the Chaiyaphum Provincial Learning Promotion Office

Background and Aims: Effective public and social management Also known as good governance, it is an important guideline for organizing society which consists of the public sector. Private business sector and the public sector. The goal is to strengthen and increase the country's immunity. This research aims to: 1. study and compare the level of opinions of personnel on the application of good governance principles in the management of educational institutions by administrators under the Chaiyaphum Provincial Learning Promotion Office. Classified by educational level Position and work experience. And 2. survey the guidelines for developing educational institution administration according to the principles of good governance of educational institution administrators under the Chaiyaphum Provincial Learning Promotion Office. Methodology: The research sample consisted of 229 educational institution personnel under the Chaiyaphum Provincial Learning Promotion Office, which were obtained from stratified sampling. The research instrument consisted of a questionnaire with a 5-level rating scale, with an IOC value in the range of 0.80 – 1.00 and a reliability value of 0.91. Structured interviews were also conducted to collect data. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using the Scheffé method. Results: The research results are summarized as follows (1) Using the principles of good governance by educational institution administrators Under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office. It was found that the overall level was at a high level. Especially the information technology management aspect is also at a high level. (2) Comparative analysis of the use of good governance principles by educational institution administrators under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office Classified by education level and work experience found that there was no difference. But when classified according to position and duty It was found that there was a statistically significant difference at the 0.05 level. (3) Guidelines for using the principles of good governance by educational institution administrators under the jurisdiction of the Chaiyaphum Provincial Learning Promotion Office It was found that the executives had established management guidelines that were accepted by the personnel. Adhere to the principles of correctness and goodness. Administer educational institutions according to criteria that can be verified. Provide opportunities for personnel to participate in educational institution development planning. and focus on the benefits that students will receive. By managing limited resources to provide maximum benefit to students. Conclusion: The research findings show that educational institution administrators under the Chaiyaphum Provincial Learning Promotion Office use good governance principles at a high level, particularly in information technology management. When comparing education level and work experience, no differences were found; however, significant differences emerged based on position and duty. Key guidelines for promoting good governance include establishing accepted management practices, maintaining integrity and transparency, involving personnel in planning, and prioritizing resource management to maximize student benefits.

The 21st Century Management Skills for Educational Institution Administrators under the Jurisdiction of the Ubon Ratchathani Secondary Educational Service Area Office, Amnat Charoen

Background and Aims: Education is an important tool for human, social, and national development. It is the main mechanism for creating a quality workforce. Able to live happily with others in society. At a time when the world is changing rapidly in the 21st century, this research has the following objectives: 1) to study and analyze the management skills in the 21st century of Educational Institution Administrators under the Ubon Ratchathani and Amnat Charoen Secondary Educational Service Area Offices. 2) To compare the management skills in the 21st century among administrators of educational institutions under the same affiliation. Classified by position education level and the size of the educational institution. 3) To study and find ways to develop management skills in the 21st century of educational institution administrators in those areas. Methodology: The sample used in this research consisted of 351 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. and used the random sampling method. The research instrument was a questionnaire with a 5-level rating scale. Which has a consistency index between 0.80 and 1.00 and the total reliability of the questionnaire is 0.89. Statistics used in data analysis include frequency, percentage, mean, standard deviation, T-value and F-value tests. Results: The results of the research are as follows: (1) Management skills in the 21st century of administrators of educational institutions under the Secondary Educational Service Area Office, Ubon Ratchathani and Amnat Charoen, overall it is at a high level. (2) Results of comparing opinions about management skills in the 21st century among administrators of educational institutions under the same affiliation. Divided by position Education level and the size of the educational institution. It was found that overall and in each aspect there were no differences. (3) Guidelines for promoting management skills in the 21st century of school administrators in the Ubon Ratchathani Secondary Educational Service Area Office consist of 5 areas: 1) communication skills, 2) relationship-building skills, 3) technology and digital skills, 4) vision setting skills, and 5) analytical thinking and creative thinking skills. Conclusion: According to the research, educational institution administrators in the twenty-first century working for the Secondary Educational Service Area Office of Ubon Ratchathani and Amnat Charoen have generally high management skills. There were no significant differences in management skills across positions, educational levels, or institution size. To improve these abilities, the study suggests focusing on five key areas: communication, relationship building, technology and digital skills, vision setting, and analytical and creative thinking.

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.

Challenges of student-centered education in China: A Review

This review paper discussed the various challenges faced by Chinese universities in implementing student-centered education. Through an analysis of these challenges, this paper aimed to provide valuable insights for educational decision-makers, university administrators, and educational practitioners, helping them to address these issues systematically and fundamentally. This is not only a transformation of the educational model but also an exploration of cultivating innovative strategies who can adapt to future societal challenges, aiming to contribute to the development of Chinese educational system.

Chinese Anesthesiology Milestones in Resident Evaluation: Reliability, Validity, and Correlation with Objective Examination Scores: a Cross-sectional Study.

Evaluating competency acquisition during residency training is crucial. The Anesthesiology Milestones have been implemented in the United States. The China Consortium of Elite Teaching Hospitals for Residency Education has also developed the Chinese Resident Core Competency Milestone Evaluation System. Despite this, Milestones tailored for anesthesiology have yet to be implemented in China. To address this gap, we have developed Chinese Anesthesiology Milestones. This study aims to assess the reliability and validity of the Chinese Anesthesiology Milestones and their correlation with objective examinations. In this single-center cross-sectional study, we included anesthesia residents enrolled in the standardized residency training program at our hospital during the academic year 2021 to 2022. The Chinese Anesthesiology Milestones were developed based on the American version of Anesthesiology Milestones 2.0 and the Chinese Resident Core Competency Milestone Evaluation System using the Delphi method. The Delphi panel comprised a diverse group, including education administrators, faculty from teaching hospitals, and anesthesia residents. Five attending anesthesiologists independently assessed the levels achieved by each anesthesia resident based on the Chinese Anesthesiology Milestones. Subsequently, they collaboratively discussed the ratings for each resident until a consensus was reached. The interrater reliability, internal consistency, and construct validity were assessed using Kendall's coefficient, Cronbach's α coefficient/ composite reliability, and average variance extracted, respectively. Higher values indicated better reliability or validity. The correlation between Milestone ratings and objective examination scores, including written examinations and Objective Structured Clinical Examinations, were analyzed using Pearson correlation. The Chinese Anesthesiology Milestones encompassed 6 competencies, including professionalism, medical knowledge and technical skills, patient care, interpersonal and communication skills, teaching ability, and life-long learning. Milestone evaluation data were available and analyzed from 66 residents. The Kendall's coefficient of concordance among raters ranged from 0.799 (95% confidence interval [CI], 0.793-0.918) to 0.942 (95% CI, 0.934-0.982). The average variance extracted, composite reliability, and Cronbach's α coefficient ranged from 0.782 to 0.920, 0.935 to 0.980, and 0.916 to 0.978, respectively. Correlations between objective examination scores and related Milestone subcompetencies were as follows: written examinations: r = 0.52 (95% CI, 0.22-0.71), technical skills stations: r = 0.51 (95% CI, 0.21-0.71), the oral test station: r = 0.66 (95% CI, 0.45-0.79), and the standardized patient station: r = 0.61 (95% CI, 0.36-0.76). The Chinese Anesthesiology Milestones demonstrated satisfactory interrater reliability, internal consistency, construct validity, and correlation with objective examination scores within our hospital.