Educational Service Area Research Articles

The Development of Reading Literacy Using Metacognitive Reading Strategies with Analysing Text Structure

The objectives of this research were to 1) develop reading literacy using metacognitive reading strategies with analysing text structure, 2) develop metacognitive reading behaviours using metacognitive reading strategies with analysing text structure, and 3) study the relation of reading literacy and metacognitive reading behaviours of Mathayomsuksa 1 students after learning by using metacognitive reading strategies with analysing text structure. The samples were 30 of Mathayomsuksa 1/1 students who enrolled Thai language subject in semester 1, academic year 2023 at Kham Kaen Nakhon School, The Secondary Educational Service Area Office KhonKaen. Research instruments were six lesson plans using Metacognitive Reading Strategies with Analysing Text, post-lesson report, teaching behaviours of teachers and learning of students report, metacognitive reading strategies with analysing text checklist, reading literacy framework process checklist and reading literacy assessment. The instruments used to evaluate the research were reading literacy test and reading behaviours questionnaire. Statistics used for data analysis were mean, standard deviation, percentage, Pearson correlation coefficient and content analysis. The findings indicated that 1) the percentage of the students’ reading literacy scores were 83.07 and 80 percentages of the students met the criteria which was at a higher level, 2) the student’s metacognitive reading behaviours were at a high level and 80 percentages of the students met the criteria at a higher level and 3) metacognitive reading behaviours and reading literacy were related after using metacognitive reading strategies with analysing text structure.

Exploring factors influencing 21<sup>st</sup> century mathematics in Thai secondary schools: A study in Lopburi Province

The objective of this study was to ascertain the elements that influence the effectiveness of mathematics instruction in the 21<sup>st</sup> century for secondary school students within the jurisdiction of the secondary educational service area office Lopburi (SEAOL). The research utilized survey methodology. The study population consisted of 400 secondary school students from SEAOL during the first semester of 2022. The participants were selected using a stratified random selection technique. The research tool utilized in this study was a questionnaire, which demonstrated a high level of reliability with a coefficient of .934. The research employed principal component analysis as the statistical analysis approach. The findings of the study indicate that there are various factors that influence the effectiveness of mathematics instruction in the 21<sup>st</sup> century for secondary school students in SEAOL. These factors include the level of technology support from schools, use of technology, ability to use basic technology, ability to use specialized technology, knowledge of content, math is crucial, and variety of teaching methods. Additionally, the study reveals that gender, program, and education level have a significant impact on knowledge and opinions regarding mathematics instruction, with statistical significance observed at a significance level of .05.

Digital Leadership Relationships Among School Administrators with the Effectiveness of Academic Work in the New Normal Era

This research article aims to 1) study the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand 2) study the effectiveness of academic work in the new normal era of administrators under the Sukhothai Educational Service Area Office, Area 2, Thailand. Sukhothai Primary Educational Service Area Office 2, Thailand and 3) study the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Sukhothai Primary Educational Service Area Office 2, Thailand. This is quantitative research. The sample group is educational institution administrators. and academic teachers of affiliated educational institutions Sukhothai Primary Educational Service Area Office 2, 230 people. The research tool is a questionnaire on digital leadership of school administrators and academic effectiveness in the new normal era. It is a 5-level rating scale questionnaire. Data is analysed using basic statistics to find the average. and standard deviation and the relationship was analysed using the Pearson correlation coefficient. The results of the research found that 1) the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand is overall at a high level; 2) academic work effectiveness in the new normal era of administrators under the district office Sukhothai Primary Educational Service Area Office 2, Thailand, overall is at the highest level, and 3) the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Office of Sukhothai Primary Educational Service Area 2, Thailand, was found. that there is a statistically significant relationship at the .01 level

Critical Leadership of School Administrators Under the Office of Primary and Secondary Education Service Area in Loei Province

The objective of this research is 1) to study the level of critical leadership of school administrators according to the opinions of teachers under the Office of Primary and Secondary Educational Service Area in Loei Province, and 2) to compare the level of critical leadership of school administrators according to the opinions of teachers under the Primary and Secondary Educational Service Area Office in Loei Province, classified by education, affiliation, and work experience. Which the population includes Teachers under the Primary and Secondary Educational Service Area Office in Loei Province for the academic year 2022 total 3,893 people, and the sample group used in this study was teachers in schools under the Primary and Secondary Educational Service Area Office in Loei Province in the academic year 2022, totaling 354 people. The instrument used in the study was a questionnaire regarding critical leadership characteristics of school administrators, consisting of 40 questions. There is a consistency between the questions and the objective is between 0.60-1.00 with the entire confidence value being 0.982. Statistics used in research namely mean, standard deviation, t-test, analysis of one-way variance, and pairwise mean differences were tested using Scheffe's method. Finding were as follows: 1) the Primary and Secondary Educational Service Area Office in Loei Province has a high degree of critical leadership in its overall management of school administrators, when considering each aspect, it was found that it was at a high level in every aspect, arranged from highest to lowest average as follows; cultural diversity, change, empowerment, and ethics, and 2) the findings of comparing teachers' perceptions of the critical leadership of school officials under the Primary and Secondary Educational Service Area Offices in Loei Province, classified by educational level, affiliation, and work experience, are similar in terms of the overall situation as well as income.

The Study of the Components of the Excellent Service Provision of the Primary Educational Service Area Offices in the Office of the Basic Education Commission

Education plays a pivotal role in societal development and nation-building, particularly in the 21st century, marked by rapid changes and globalization. Ensuring quality education that meets the needs of both the job market and national development is paramount for Thailand’s vision of becoming a “Stable, Prosperous, and Sustainable Country” as outlined in its 20-year National Strategy (2018–2037). Within this framework, the Primary Educational Service Area Offices in the Office of the Basic Education Commission are tasked with providing essential educational services. However, various challenges, including resource inadequacy and service delivery issues, hinder their effectiveness. This research aims to investigate the components of the excellent service provision of the Primary Educational Service Area Offices in the Office of the Basic Education Commission, along with analysing the desired conditions, and the essential needs for providing excellent service. The study employs a mixed-methods approach, including literature review, expert consultations, questionnaire development, and data analysis. The research methodology has been conducted in two phases. Phase 1 of the research focuses on identifying the components of excellent service provision through a literature review and expert consultations. Six core components, including (1) the Development of Personnel Service Providers, (2) the Development of Service Procedures, (3) the Relationships Management with Service Recipients, (4) the Service Quality, (5) the Establishment of Service Culture, and (6) the Service Environment, Technology and Facilities, are identified and validated by the nine qualified experts. Phase 2 involves assessing the current conditions, the desired conditions, and the essential needs for service provision. Data collected from a sample group of 620 individuals across 124 Primary Educational Service Area Offices reveal high levels of current conditions and the highest levels of the desired conditions. The most essential need identified is the Development of Personnel Service Providers. The findings suggest that policies should be implemented to promote the development of personnel service providers and support the implementation of identified components for excellent service provision. Additionally, further qualitative research is recommended to compare service levels among different educational service areas and develop tailored models for excellent service provision.

The Guidelines for Development the Servant Leadership of School Administrators under the Mahasarakham Primary Educational Service Area Office 3

Background and Aims: School administrators who follow the concept of servant leadership will give importance to and recognize the value of co-workers and will pay attention to developing the potential of co-workers. Ignore personal interests to get what others want and help others develop, to grow. Therefore, this research aims to study the current state, the desirable state, and the priority needs and study the guidelines for the development of the servant leadership of school administrators under the Mahasarakham primary educational service area office 3. Methodology: The research is divided into 2 phases: Phase 1 studies the current state, desirable state, and the priority needs of servant leadership of school administrators, A sample group of 280 school administrators and teachers, was randomly selected using a stratified sampling method. The research instrument is a questionnaire with a 5-level with a confidence value of 0.93 and data analysis by mean and standard deviation. phase 2 study of the guidelines for the development of servant leadership of school administrators. The key informant group comprises 3 best practice schools and 9 experts for assessment of the development guideline. The research instrument was a semi-structured interview form and assessment form the suitability and feasibility of development guideline Results: 1. The current state overall was high level; desirable state overall was the highest level. The priority needs ranked from high to low level were humility, service, awareness, empowerment, and human development dedication, respectively. 2. The guidelines for the development of servant leadership of School administrators include 5 elements 1) principle 2) purpose 3) content 4) development process and 5) measurement and evaluation. The results of the evaluation of the suitability and feasibility of development guidelines overall were at the highest level. Conclusion: The servant leadership style of school administrators involves fulfilling responsibilities with an understanding and practice of prioritizing the needs of others over one's own, placing the benefits of others above personal gains, and adding value to the development of others. This is done for the needs of others and the decentralization of power. The key components include: humility, service, awareness, empowerment, and human development dedication

The Guidelines for Development of the Organizational Health of Schools Under the Kalasin Primary Educational Service Area Office 2

Background and Aims: The organizational health of schools was conditions of operations according to the mission of schools. schools can survive and develop continuously, problem-solving, smooth internal administrative processes, and no stress. Therefore, this research aims to study the current state, the desirable state, and the priority needs and study the guidelines for the development of the organizational health of schools under the Kalasin primary educational service area office 2. Methodology: The research is divided into 2 phases: Phase 1 studies the current state, desirable state, and priority needs of development and the organizational health of schools, A sample group of 278 school administrators and teachers, was randomly selected using a stratified sampling method. The research instrument is a questionnaire with a 5-level with a confidence value of 0.81 and data analysis by mean and standard deviation. phase 2 study of the guidelines for the development of the organizational health of schools. The target group comprises 3 best practice schools and 9 experts for assessment of the development guideline. The research instrument was a semi-structured interview form and assessment form the suitability and feasibility of development guidelines. Results: The current state overall was moderate level, and the desirable state overall was at the highest level. The priority needs ranked from high to low level were teacher friendliness, colleague leadership, morale, communication, and resource utilization respectively. The development guideline of organizational health of schools under the Kalasin primary educational service area office 2 was a method for developing using a manual consisting of 1) principles and reasons 2) objectives, 3) content 4) development methods 5) measurement and evaluation. The development guidelines are divided into 6 learning units: 1) resource utilization, 2) teacher friendliness, 3) communication, 4) morale 5) colleague leadership. The results of the evaluation of the suitability and feasibility of development guidelines overall were at the highest level. Conclusion: Organizational health Organizational health is important for schools, administrators, teachers, educational personnel, and students. Because of the quality and efficiency in schools organization on the organizational health. Organizational health consists of factors, resource utilization, teacher friendliness, communication, morale, and colleague leadership.

Developing and validating the construct maps to assess mathematical proficiencies

The study was aimed to develop and validate a measurement test to assess mathematical proficiencies in the numbers and algebra strand. A total of 125 seventh-grade learners with diverse learning abilities from secondary educational institutions under the management of the Khon Kaen Educational Service Area 25, Thailand was chosen as respondents. The researchers employed design-based research consisting of four building blocks to construct a prototype utilizing a construct modeling approach. Firstly, the researchers developed construct maps to identify the learners’ mathematical proficiency (MP) level. This was followed by the creation of the items of measurement test according to the proficiency levels. Next, the researchers allocated scoring measures and formed the conversion of learners’ MP stages. Lastly, the researchers validated the superiority of the measurement test through Wright map consuming the multi-dimensional random coefficient multinomial logit model. The construct maps of the MP level consisted of two dimensions, namely mathematical procedures and structure of learning outcome. Findings discovered that there were 20 items in the assessment tool and its quality passed the determined education and psychological assessment criteria. It can be determined that every item is capable to measure the learners’ multi-dimensional mathematical proficiencies.

A Model for Supervision Management to Improve the Education by Using the Area as Base in Digital Era under Primary Educational Service Area in the Northeastern Region

Educational reform in the modern era which the school administrators and all personnel in the school Must improve and develop themselves to keep up with changes in the era of globalization. By using the supervisory management model process to develop educational quality, these research objectives are to: 1) Study the problems and elements of supervision. Target group: 15 people 2) Create a supervisory model. By conducting in-depth interviews with 15 people involved. 3) Experiment with the supervision model with a sample group of 3 schools 4) Evaluate the use of the supervision model. By organizing a seminar with 15 experts and asking for opinions about its usefulness. Feasibility, appropriateness, and correctness of the format from 291 study supervisors. The instrument used was a questionnaire. Statistics were used to find the mean and standard deviation. It can be summarized as follows: 1) Problems in supervision include an insufficient number of supervisors. Study supervisors lack knowledge Lack of good supervision skills and no systematic planning. There are 5 important elements as follows: (1) objectives, (2) planning, (3) supervision, (4) monitoring and reflection, and (5) development and application. 2) Creating a model for supervision, including (1) objectives,(2) content of supervision, (3) process, (4) method, (5) supervisor and supervisor, (6) duration, (7) planning, (8) execution, (9) Evaluation (10) teamwork (11) network building (12) knowledge management (13) learning and quality development (14) building morale and (15) improving development. 3) The results of the trial use of the model had a reliability value of .80. Average comparison results in Knowledge before training and after training, tested with a t-test, and were found to be different. Statistically significant is at the .01 level. They were satisfied with the model. Overall, it is at the highest level (x̅ = 4.90, S.D. = 0.53) and the results of the overall evaluation of the use of the format are at the highest level (x̅ = 4.89) and overall satisfaction with the use of the format is at the highest level (x̅ = 4.63) 4) Model evaluation results are useful feasibility, suitability, and correctness. Overall, it is at the highest level (x̅ = 4.63, S.D. = 0.12).

Development of New Normal Administration Model According to Good Governance Principles of Schools under Sakon Nakhon Primary Education Service Area Offices in Sakon Nakhon Province

The objectives of research were to develop the new normal administration model according to the principles of good governance for schools under the Office of Primary Educational Service Area in Sakon Nakhon Province. The findings were as follows: I) Components of new normal administration for schools, consisting of 8 components: 1) New Normal Administration Planning 2) New Normal Working Method 3) New Normal Learning Curriculum Administration 4) New Normal Learning Administration 5) New Normal Learning Evaluation 6) New Normal Learning Resource Administration 7) New Normal Collaboration, and 8) Safety. Overall, it is at the most suitable level–the possibility at a high level. II) The new normal administration model consists of 5 components: 1) principles 2) objectives 3) structure 4) administration process and 5) mechanism. As for the components of the administration process, there are 8 sub-components, namely 1) New Normal Learning Resource Administration 2) New Normal Learning Administration 3) New Normal Learning Curriculum Administration 4) New Normal Learning Evaluation 5) New Normal Cooperation 6) New Normal Working Methods 7) Safety, and 8) New Normal Administration Planning. Four external factors affect the administration, including: 1) economic 2) technology, 3) social, and 4) political. III) Every component of the model is suitability possibilities and usefulness is at the highest level. IV) The manual for using the model consists of 3 components: 1) an explanation, 2) an introduction that presents details about the background, importance, objectives, and expected benefits, and 3) details of the model with the results of suitability at the highest level.

Sustainable Leadership Development Strategies of School Administrators under the Secondary Educational Service Area Office Nakhon Phanom

The objectives of this mixed-method study were to develop strategies for sustainable leadership of school administrators under the Secondary Educational Service Area Office Nakhon Phanom. There were 4 research methods: phase I) identify the components of sustainable leadership of school administrators by interviewing 5 experts and confirming factors by 5 experts, phase II) develop strategies for sustainable leadership in a focus group including 7 people, phase III) validate the appropriateness, feasibility and utility of sustainable leadership development by collected of data which comprised 84 school administrators using multi-stage random sampling, and phase IV) produce a user manual of strategies by 5 experts for validate the appropriateness of user manual. The findings were as follows: I) There were four main components in the sustainable leadership of school administrators, namely 1) depth 2) breadth 3) vision, and 4) media literacy. All of the components have appropriateness at the highest level and feasibility at the high. II) The strategies for the development of sustainable leadership of school administrators comprised a vision, 6 missions, 6 objectives, 7 strategies, 61 operational approaches, and 25 indicators. III) The appropriateness, feasibility, and utility of the strategies for the development of sustainable leadership of school administrators were at the highest level. IV) The user manual of the strategies for the development of sustainable leadership of school administrators obtained the overall appropriateness at the highest level.

SUFFICIENCY ECONOMY LEARNING CENTERS IN SATUN PROVINCE’S ISLAND SCHOOLS: A STRATEGIC APPROACH TO CURRICULUM MANAGEMENT FOR CAREER COMPETENCY

Purpose: The aim of this study is to investigate the implementation of Sufficiency Economy Learning Centers (SELCs) in schools located on islands within Satun Province. Specifically, the study aims to explore how these SELCs strategically contribute to curriculum management, with a focus on enhancing career competency among students. Through this research, the aim is to analyze the effectiveness of integrating sufficiency economy principles into the educational framework of island schools, thereby facilitating students' acquisition of skills and knowledge essential for their future careers.
 
 Theoretical framework: The theoretical framework for this study draws upon several key concepts and theories to provide a comprehensive understanding of the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools and their impact on curriculum management for career competency.
 
 Design/Methodology/Approach: The target groups are vocal speakers and 8 people from the Thaksin University research team; 4 people from the Primary Educational Service Area Office in Satun; 10 experts in language, science, math, and technology; 19 teachers in Ban Ko Lipe School; 30 people from community leader, village sage and interested people participating in the pilot project of learning center development; and 127 people from the evaluation of using the project.
 
 Findings: The research findings found that one integrated SMT competency-based curriculum of Ban Ko Lipe school and online platform of SMT competency-based learning center of Ban Ko Lipe school displayed Ecotourism such as snorkeling, features of landscape, climate, high/low tide, waxing/waning moon 2) Fishing such as fishing gear, methods of catching each type aquatic animals 3) Local products such as long tail boats produced from seashore screw pines. The platform development of SMT competency-based learning of students in the Lipe island area created the administrative collaboration of the community using SMT competency-based curriculum followed the sufficiency economy philosophy of Lipe island area for the career path of the youth to have ways of life through the sufficiency economy philosophy Satun Province. The evaluation of 127 curriculum users found that the SMT level was at the highest in every aspect 1) administration 2) premises 3) learning resources 4) network.
 
 Research, Practical & Social implications: This study examines the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on students' career readiness. The research uses a mixed-methods approach, combining qualitative and quantitative techniques. The findings can inform policy recommendations, guide professional development, and prompt curriculum revisions. The study also emphasizes community engagement, empowerment, and sustainable development, highlighting the importance of SELCs in promoting socio-economic resilience.
 
 Originality/Value: This study explores the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on career competency development. It provides context-specific insights, practical relevance, and theoretical advancements in education, sustainable development, and career development, bridging the gap between theory and practice.

Guidelines for the Application of Design Thinking Processes in School Administration of School Administrators Under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit

The purpose of this research is twofold: 1) to study the application of the design thinking process in school administration under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit, and 2) to explore the implementation of design thinking process in school administration of school administrators under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit. This is a qualitative research study conducted using a sample of 57 educational administrators and 7 qualified personnel as participants. The research tools utilized include document analysis, questionnaires, and interviews, with statistical analysis involving mean values and standard deviations. The research findings indicate that: 1) The application of the design thinking process in school administration of school administrators is at its highest level. When considering each aspect, it was found that the model prototypes had the highest average, while data synthesis had the lowest average. 2) In terms of guidelines for applying design thinking processes in school administration, it was observed that confidence, empathy in work, and awareness of problems with open-ended questioning encourage creativity. Motivating and encouraging the expression of different ideas by participating in the development of models for use in problem-solving and the collection of information of suggestions, for improvement and development were key factors.

Model of Sustainable Collaborative Network for Educating Digital Literacy: A Case Study of Schools in the Sub-districts of Nakhon Pathom Province, Thailand

Abstract This study aimed to investigate the need for digital literacy for teachers in schools in the sub-districts of Nakhon Pathom Province; to design a model of teacher digital literacy development and create a model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province, Thailand. The research was action research. The samples were teachers from schools in the sub-districts of Nakhon Pathom Province; by selecting schools from the Office of Nakhon Pathom Primary Education Service Area Office 2, 32 teachers from Phutthamonthon District, Bang Len District, Nakhon Chai Si District, and Sampran District. The findings indicated that the digital literacy needs assessment of teachers, based on the application of OCSC (2020) digital literacy framework, suggested that the highest PNImodified score was 0.492 for Using Digital Media Creation Software, whereas the lowest PNImodified score was 0.205 for Using the Internet. The model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province is developed based on the system theory and education philosophy as core principles. The model consists of 4 main components such as 1) education philosophy; 2) input from external driving forces, organization factors, operation factors, and teachers’ factors; 3) processing factor in developing digital learning management skills and building a sustainable collaborative network; and 4) output of students, teachers, school administrators and schools.

Implementation of an Additional Course on Creative Thai Dramatic Art Skills and Appreciation of the Values of Thai Culture for Grade 7 Student Under the Secondary Educational Service Area Office Kalasin

Thailand has many cultural heritages that have been inherited from the ancestors, including language, traditions, architecture, art and culture, music, as well as dramatic arts that have been evident since the Sukhothai period and have been handed down to the present. This study aimed to investigate the implementation outcomes of an additional course on creative Thai dramatic art skills and appreciation of the values of Thai culture for grade 7 students under the Secondary Educational Service Area Office Kalasin. The sample was forty-two grade 7 students of Anukoolnaree School in the first semester of the academic year 2022, selected by cluster random sampling (classroom). The research instruments were a Thai dramatic art knowledge test, an evaluation form on basic Thai dramatic art ability, an evaluation form on a creative Thai dramatic art designing ability, and an appreciation of the values of Thai culture questionnaire. The data were analyzed by mean, standard deviation, and t-test (Dependent Samples). The results showed that the post-test mean score of Thai dramatic art knowledge was higher than the pre-test mean score, the basic Thai dramatic art ability and the creative Thai dramatic art designing ability were at the highest levels, and appreciation of the values of Thai culture was significantly higher at the .05 level. Furthermore, students’ overall satisfaction with the course was at the highest level.

Development of Administrative Model for High-Performance Organization of Primary Educational Service Area Office Chankrit Namchaidee, Chaiyuth Sirisuthi & Pha Agsonsua1

The aim of this R&D research was to create an administrative model for developing a primary education office area toward a high-performance organization by assessing the current situation and desirable conditions of primary education service area offices and identifying the need for developing the management model. A management model was then created and developed; and finally, its implementation was evaluated, with recommendations for improvement. The model, a result of mixed-methods research, comprised eight components that could help primary education service area offices become high-performance organizations, with respective priorities as follows: 1) leadership, 2) strategic planning, 3) organization structure and work processes, 4) human resource management for high potential, 5) data and information technology management, 6) stakeholder orientation, 7) learning organization, and 8) productivity and outcome-based orientation. The current situation of office administration in primary education areas was at a high level, while the desirable condition overall was at the highest level. The developed model was assessed and affirmed by experts as feasible, appropriate, and useful at a high level. When considering the utility of the management model after the implementation, the overall level was also high, and satisfaction with the implementation was also very high. The model can be applied in other office areas depending on their unique conditions.

Development of Academic Administration System for Excellence of Mid-Sized Schools under the Secondary Educational Service Area Office in the Northeast

An Effective Academic Administration System is essential for attaining excellence in educational institutions. Through the optimization of processes, support for schools and students, and the promotion of data-driven decision-making, such a system assists institutions in adapting to evolving educational environments and delivering high-quality education. The objectives of this research were to study the components and indicators of academic administration for the excellence of med-sized secondary schools, study the current conditions desirable conditions and priority needs index and to study the results of implementation. Research and development by conducted research in 4 phases. The results of the research were as follows: The academic administration composition for excellence in medium-sized secondary schools under the Secondary Education Service Area Office in the Northeast comprises four main components and twenty-two indicators. The current condition of the system is rated at a high level, while the desirable condition is at the highest level. The Academic Administration System encompasses four aspects: Input includes Administrator, Teachers and Staff, Students, and a conducive learning environment. The Process involves two main components and twelve sub-elements, The Output consists of four components: A flexible and agile organizational structure that supports changes, higher academic achievement among learners compared to previous years, satisfaction among administrators, teachers, staff, stakeholders and acceptance within the community. Feedback mechanisms include performance reporting to the public and utilizing evaluation results to make improvements based on recommendations. In conclusion, the Academic Administration System's comprehensive approach, encompassing input, process, output, and feedback aspects has resulted in exemplary performance establishing these secondary schools as models of excellence within the region.

A Study of Education Administrators’ Exertion of Authority Phitsanulok Primary Educational Service Area Office 1

The objectives of this study were 1) to study education administrators’ exertion of authority 2) to compare education administrators’ exertion of authority under Phitsanulok Primary Educational Service Area Office 1. The variables were divided by the administrators’ experiences and the sizes of the institutions. The population in this study was 1,161 education administrators and teachers. The number of the samples was 291 determined using Krejcie and Morgan Table, stratified random sample of the sizes of the institutions, and simple random sampling. The study used a 5-point rating scale questionnaire for item-objective congruence ranged between 0.80-1.00 and the reliability was at 0.962. Data analysis statistics were mean, standard deviation, t-test statistic, one-way ANOVA test, and pair difference test by Scheffe’s method. The results were found as follows. 
 
 1) In general, the level of education administrators’ exertion of authority was high. The aspect with the highest mean was the authority of information technology access (x  = 4.17), while that with the lowest mean was the authority of punishment (x  = 3.56). 
 
 2) There was no difference, in general, in the comparison of education administrators’ exertion of authority divided by work experience. However, when each aspect was considered, there were statistically significant differences in the authority of punishment and the sizes of the institutions at statistically significant level of .05.

Development of School Management Model to Promote Thinking Process Skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2

This research aims to; 1) to study the components of the school management model to promote thinking process skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2, 2) to study the current condition, the desirable condition, and the need for developing a school management model to promote thinking process skills of Watjamarom School, 3) to develop a school management model to promote thinking process skills of Watjamarom School, and 4) to study the results of using the school management model to promote thinking process skills of Watjamarom School, employing the four-phase research, Phase 1: Analysis of the components of the resultant system by seven experts, Phase 2: research present situations, ideal conditions, and development needs model for managing schools to encourage thinking process skills, data was collected using a questionnaire. 5-level estimation scale, the sample group used as administrators, teachers, and educational personnel, basic education institute committee chairman, parents, and community leaders, totaling 138 people, data analysis by means, standard deviation, Phase 3: creation of a school management model to encourage thinking process skills. This phase involves researching schools with management systems that encourage thinking process skills and best practices, and Phase 4: by implementing the established model in schools. The findings of the study may be summed up as follows:1. There are 6 components of the school management model to promote thinking process skills of Watjamarom School: 1) policies to promote thinking process skills, 2) executive leadership, 3) curriculum to promote thinking process skills, 4) teacher personality and teaching and learning management to promote thinking process skills, 5) student characteristics that promote thinking process skills, and 6) an environment that fosters thinking process skills, where peer-reviewed results were found to be the most appropriate.2. Watjamarom School,conducted a study on the school management model to promote thinking process skills, and the findings revealed that the overall desirable condition is at a high level.3. Watjamarom School management approach to thinking process skills together with; 1) management and policy implementation to promote thinking process skills into practice, 2) curriculum development that promotes thinking process skills, 3) learning management to promote thinking process skills, 4) the provision of an environment and a learning center that promotes thinking process skills, and 5) the aspect of developing student characteristics that promote thinking process skills. The model was evaluated by specialists, and the findings showed that it was appropriate overall at the highest level.4.. The results of applying the model revealed that; 1) overall, the management component and the implementation of policies to advance the application of thinking process skills were at the highest level, 2) the element of curriculum development that best fosters thinking process skills was present generally, 3) the evaluation outcomes for learning management to support thinking process skills were at the highest level overall, 4) the assessment's findings on creating a space and a learning environment that encourages the use of all thinking process skills were at the highest level, and 5) students' development of traits that support thinking process skills were at good and very good levels, which represented 88.31% of the total.

The Development of Ethical Leadership Development Model of School Administrators Under the Office of Primary Education Service Area

This research aimed to create a model for developing ethical leadership for school administrators under the Office of Primary Education Service Area through identifying the model components, examining both the current and the desirable conditions, and determining needs priorities for development. Five key components of ethical leadership for the school administrators are trust, responsibility, respect, citizenship, and fairness. The current conditions were found to be at high levels overall, whereas the desirable condition and needs for development were at the highest level, with the needs priorities listed as follows: (1) fairness, (2) citizenship, (3) responsibility, (4) respect and (5) trust, respectively. The developed model was determined, assessed, and affirmed by seven experts fully qualified in the field as the most suitable, feasible and useful.