Primary Educational Service Area Office Research Articles

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 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.

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.

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.

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.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Bantardkha School

ABSTRACT This research is conducted with Indonesian students. The objectives of the research were: (1) todiagnose the recession in English learning of Bantardkha School students. and grouped the studentsaccording to the severity of the learning recession. and needs (2) To design and develop an innovativemodel to rehabilitate students' English learning recession that is feasible for the short-term and long-term
 involvement of relevant stakeholders in line with the needs of students and the school context.with a design-based research process, and (3) to analyze the effect of using an innovative prototype torehabilitate the recession in English learning among Tadkha School students. Loei Primary EducationalService Area Office 2 using the PADRA model based on the design thinking process in the learningunit on Health by using the English learning skill exercises for the first semester of the academic year2022 collected. information between June to October 2022. The tools used consisted of 4 learningmanagement plans of 8 hours, pre-learning, and post-learning tests. Data were analyzed using basicstatistics: frequency, percentage, mean, and standard deviation. performance average performanceindex Effectiveness Index and relative development score.An analysis of the effect of using an innovative model to rehabilitate the recession in English learningamong Bantardkha School students. Loei Primary Educational Service Area Office 2 and the results ofthe learning achievement of Grade 6 students who studied by using the PADRA model learningmanagement plan based on the design thinking process in the health learning unit using the Englishlanguage learning exercises was a study of the learning achievement of Grade 6 students who studiedwith the learning activity plan by applying the PADRA model according to concepts with designthinking in the learning unit on Health for Grade 6 students by analyzing the relative developmentscores of learning achievement. The percentage of pre-test scores was 31.88, the rate of post-test scoreswas 75.83, and the percentage of developmental scores was 65.77. The results of the overalldevelopment level were high. They can be divided according to the following criteria: 4 people withvery high development, 9 people with high development, and 3 people with moderate development.

Design Research in Learning Loss Recovery to Prevent Students’ Dropouts in Loei Primary Educational Service Area Office 2

The coronavirus disease 2019 (COVID-19) outbreak has caused dramatic changes across the worldespecially students’ learning. The purposes of this research were to 1) diagnose students' learningrecession and group the students according to the problem condition and needs, 2) design and developan prototype for rehabilitation of learning recession, and 3) analyze the results of rehabilitation ofstudents learning recession. Quantitative and qualitative data were collected by 5 sets of research tools:1) Learning Recession Diagnosis Recording Form 2) Stress and Mental Health Assessment Toolkit 3)Innovation Prototype Design and Development Recording Form 4) Supervision Toolkit 5) ReflectionRecording Form in the academic year 2022. The participants were 152 affiliated schools selscted bypurposive sampling. Quantitative data were analyzed using descriptive statistics while content analysiswere used for qualitative data . The results showed that students were grouped into 3 groups: 1) Riskgroup 2) Recovering group and 3) Encouraging group. The students had problems with classattendance, learning behavior and academic skills. In addition they also had a family limitation. Theyneeded flexible and happy learning and digital literacy in order to create technology immunityincluding the individualized education program and drug prevention network. The developedinnovation consisted of 3 levels: district level, school level and class level. This was a short-termrecovering program, and long-term recovering program. The recovering program helped studentsbecame more ready to learn and stakeholders were satisfied.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Chumchonnonghin School

This research is conducted with Indonesian students. The objectives of the research were: (1) Todiagnose the recession in English learning of Chumchonnonghin School students. and grouped thestudents according to the severity of the learning recession. and needs (2) To design and develop aninnovative model to rehabilitate students' English learning recession that is feasible for the short-termand long-term involvement of relevant stakeholders in line with the needs of students and the schoolcontext. with a design-based research process, and (3) to analyze the effect of using an innovativeprototype to rehabilitate the recession in English learning among Chumchonnonghin School students.Loei Primary Educational Service Area Office 2 using the PADRA model based on the design thinkingprocess in the learning unit on Health by using the English learning skill exercises for the first semesterof the academic year 2022 collected. information between June to October 2022. The tools usedconsisted of 4 learning management plans of 8 hours, pre-learning, and post-learning tests. Data wereanalyzed using basic statistics: frequency, percentage, mean, and standard deviation. performanceaverage performance index Effectiveness Index and relative development score.

The Development of Preventing and Monitoring Guidelines of Student Dropout in Schools under Samutprakan Primary Educational Service Area Office 1

ABSTRACT Student dropout has been a serious problem for schools which has been becoming more serious due tothe COVID-19 situation. This study aimed to survey student dropout causes and create preventing andmonitoring guidelines for student dropout in schools under the Samutprakan Primary Educational ServiceArea Office 1, Thailand. Purposive sampling was applied for participants consisting of educationaladministrators, officers, and stakeholders in 5 schools. Descriptive statistics and content analysis wereused for data analysis. The results concluded that there were 11 causes of children dropout 1) familynecessity 2) migration 3) insufficient income 4) health problems or disabilities 5) behavior andadaptation problems, 6) impact of COVID-19, 7) the risk of wrongdoing, 8) inconvenienttransportation, 9) marriage, 10) academic performance, and 11) parents' inattention. The preventing and monitoring guidelines of student dropout involved 5 parties, namely 1) EducationalService Area Office 2) School Directors 3) Teachers and Educational personnel, 4) Family and 5)Cooperation networks. All parties should join in the following actions: 1) Raising awareness 2)Formulating an action plan 3) Implementing the plan 4) Getting to know students, and families 5)Applying digital technology 6) Organizing information systems 7) Connecting information 8) Passingon information 9) Network creation 10) Budget allocation 11) Brainstorming 12) Flexibility ofEducation and Individual Program 13) Improving guidance learning 14) Developing studentadmissions system 15) Promoting the student support system 16 ) Assessing child risks, 17) Mobilizingresources and 18) Developing a supervision system.

Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students

The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81.

Development of Teachers’ Potential and Educational Personnel in Term of Authentic Assessment

The objective of this research was to develop teachers’ potential and educational personnel in term of authentic assessment under the Buriram Primary Educational Service Area Office 2 by using 2 cycles of action research. Each cycle included planning, action, observation and reflection. The research group consisted of 10 people, the target group was 36 people, and the group of additional information providers was 25 people. The research instruments were test, observation form, interview form, and record form (Triangulation) and presented the results of descriptive studies. The results showed that in the development of teachers and educational personnel in the first cycle used brainstorming strategies by a way of sharing opinions on the process of finding ideas and ways to solve the similar problem together, strategies for training workshops by using a lecture method to provide knowledge based on the content framework, practical training, consulting advice, questioning and participatory supervision strategies by observing teaching methods. This enabled personnel to have more knowledge and understanding of principles, procedures, and methods of measurement and evaluation based on authentic assessment. They were able to create authentic measurement and evaluation instruments and had the ability to measure and evaluate results based on authentic assessment by using a variety of measurement and evaluation methods. Most of the students cooperated in the activities but there were still some steps that the target group was unable to complete, that was the students had few activities and some target groups gave students less opportunity for self-report and self-assessment. Therefore, the development was carried out in the second cycle by using participatory supervision strategies by observing teaching methods. This enabled all personnel to have knowledge and understanding of the measurement and evaluation process, determined methods for measuring and evaluating according to authentic assessment, selected the correct evaluation methods according to the content. Measurement and evaluation with emphasizing on practicality and being able to measure and evaluate according to authentic assessment for teaching and learning. Most of the students participated in more activities and the measurement and evaluation based on authentic assessment.

Development Guideline for Professional Education Administrators in the 21st Century of School Administrators in Loei Province

The objectives of this research were to study 1) desirable characteristics and development guidelines for Professional Education Administrators in the 21st Century, and 2) guidelines for developing Professional Education Administrators in the 21st Century. This is mixed methods research. The research population was the school administrators of the Loei Primary Education Service Area Office, District 1 for a total of 130 people. The researcher collected the data from the total population. The key informants were 30 school administrators in the Loei Primary Educational Service Area Office, District 1. The research instruments were questionnaires and interview forms. The statistics used in the research were percentage, mean, and standard deviation. The content analysis was the analysis of data obtained from interviews with key informants. The results showed that: 1. The results of the research on desirable characteristics and guidelines for developing professional education administrators in the 21st century found that the desirable characteristics and guidelines for developing professional education administrators in the 21st century were overall at a high level. When considering each aspect, it revealed that every aspect had a high level of opinions of desirable characteristics and guidelines that can be sorted in descending order: behavior and leadership, morality and ethics, skills, and roles and duties. 2. Results from research on the development of professional education administrators in the 21st century of school administrators in Loei Province is an era that has changed rapidly. There is the management of information technology in skills and abilities. There is a coordination initiative, innovation, and communication technology of 21st-century learning management skills. There is a coordination of supervision, monitoring, and performance assessment. School administrators can develop their potential in education administration independently, as well as support and promote the development of the morality and ethics of administrators. Moreover, school administrators must follow the moral principles as the basis, have good governance and professional ethics, and learn to develop themselves.

A model of academic management of public primary schools under the Nakhon Pathom Primary Educational Service Area Office 2

A model of academic management of public primary schools under the Nakhon Pathom Primary Educational Service Area Office 2

THE MENAGEMENT MODEL FOR DEVELOPMENT TO QUALITY SCHOOL OF BAN KHONKEANNONSAWAN SCHOOL (SMARTS MODEL) UNDER THE LOEI PRIMARY EDCATIONAL SERVICE AREA OFFICE 2

The objectives of this article were to create to implement and to evaluate the management model for development to quality schools of Ban Khonkeannonsawan school under the Loei Primary Educational Service Area Office 2 by 3 steps of research and developmentmethodology; (1) creating the management model by literature reviewing, the scholars interview, drafting the models suitability and feasibility assessment by 7 the academic experts. The data were collected by interviewing and questionnaires. (2) experimenting the management model in the first semester of academic year 2020 by 20 teachers and 190 students. The research tools were the model manual, questionnaires and summary form. (3) evaluating the management model. The data was collected from 9 teachers by questionnaire. The statistics used for data analysis were mean and standard deviation. The finding showed as follow: (1) The management model for development to quality schools of Ban Khonkeannonsawan school under the Loei Primary Educational Service Area Office 2 consist of 6 elements; (a) Principle, (b) objectives, (c) 7 quality school elements (d) 7 steps of the management process (e) outputs and (f) success factors and the management model’s suitability and feasibility in overall were the highest level. (2) The implement results the management model showed the self-assessment based on the quality school elements was high level, the students had higher academic achievement than academic year 2019 and the stakeholders satisfaction in overall were the highest level (

INTERNAL SUPERVISION MODEL WITH PROFESSIONAL LEARNING COMMUNITY TO DEVELOP BAN HUA FAI STUDENTS' BASIC WORDS READING AND WRITING BY USING 6-STEPS TEACHING TECHNIQUE

The objectives of this research were 1) To develop learning management for Thai language subject by using 6-steps teaching technique, 2) to improve teachers' teaching and learning management with quality, 3) to improve students' reading and writing skills, and 4) to develop internal supervision to be strong continuously performed. The administrators and teachers of Ban Hua Fai School had the commitment to develop the students' learning to make them more competent in reading and writing since these skills are important foundation leading to learning other subjects. In addition, this is to operate in accordance with the policy of the Loei Primary Educational Service Area office 2 and the Office of the Basic Education Commission for driving educational innovation along with internal supervision by using the Professional Learning Community process to improve the higher quality of education. The results of the internal supervision using the Professional Learning Community process to improve the reading and writing of the students' basic vocabulary with the 6-steps teaching technique at Ban Hua Fai School.

MANAGEMENT OF STUDENT SUPPORT SYSTEM IN THE SITUATION OF CORONAVIRUS DISEASE 2019 (COVID-19) OUTBREAK, SAMUT PRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

The outbreak of COVID-19 in the academic year 2020-2021 has resulted problems in learning and living of students under the Samut Prakan Primary Educational Service Area Office 1, Thailand, who need to assistance urgently. The objectives of this research were to1) analyze students' problems during the COVID-19 situation 2) develop a management system to assist students and 3) study the results of management of student support system in the COVID-19 pandemic. The research was conducted in 3 phases: Phase 1 analyzed students' problems by stakeholders focus group discussion comprising of 30 school directors, teachers, and supervisors. Phase 2 developed the management of student support systems through stakeholder meeting to define activities and practice guide line. Phase 3 studied the results of the administration of the student support system using the CIPP Model evaluation. Quantitative data were analyzed with descriptive statistics and qualitative data were analyzed by content analysis. The results showed that the students' problems consisted of 1) the readiness of communication devices; 2) the internet connection 3) parents’ capacity and 4) home environment for learning and living. The development of the management of student support system in the COVID-19 pandemic was carried out in the form of a project. It consisted of four activities: 1) Development 2) Helping 3) Promotion and 4) Addition. Finally, the results of the administration of the student support system using the CIPP Model evaluation found that Context, Input, Process and Product reached the highest level of average.

THE EFFECT OF GROUP PROCESS THROUGH "O4MAT" TECHNIQUE TO COMMUNICATIVE ENGLISH ACHIEVEMENT OF GRADE 7TH STUDENTS

The Effect of Group Process through "O4MAT" Technique to Communicative English Achievement of Grade 7th Students aimed to (1) create and develop a communicative English reinforcement exercise using a group process through "O4MAT" technique for the grade 7th students (2) determine the efficiency index of a communicative English reinforcement exercise using a group process through "O4MAT" technique (3) study the communicative English achievement of the students and (4) study the satisfaction of the students toward learning process. The participants of this study were 23 students of grade 7th in the first semester of academic year 2021 at Chearavanon Uthit 3rd School, Pha Khao District, Loei Primary Educational Service Area Office 2 by purposive sampling. The tools used in this study were lesson plans with exercises, achievement test. The statistics used were percentage, mean standard deviation and dependent samples t-test for data analysis. The results of the study found that
 
 The efficiency of the communicative English reinforcement exercise using a group process through "O4MAT" technique was 87.20/87.17.
 The students had higher communicative English achievement after studying than before with statistical significance at the .05 level.
 The students had satisfaction with the English communication learning at the highest.