Primary Educational Service Area Research Articles

Administration of the Educational Institution's Student Care and Support System Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: This research has the following objectives: 1) to study and compare the level of opinions of personnel regarding the administration of the student support system in educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4. By gender Work experience and the size of the educational institution and 2) to explore ways to develop the administration of the student care and support system in the same educational institution. Methodology: The sample group in this research consisted of 327 personnel under the Nakhon Ratchasima Primary Educational Service Area Office 4, using the Krejsi and Morgan sampling table. The research tools include a questionnaire with 5 rating scales and a structured interview. Which has an IOC value in the range of 0.80 to 1.00 and a confidence value of 0.83. In data analysis, various statistics were used, including frequency, percentage, mean, and standard deviation, T-test and F-test Results: The research results include the following findings: (1) the administration of the student care and support system of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4 is overall at a high level. Which when considered in each aspect, it was found that administration in all aspects is at a high level. (2) Administration of the educational institution's student care and support system Nakhon Ratchasima Primary Educational Service Area Office 4 has a statistically significant difference at the 0.05 level when classified by gender. While when classified by work experience and size of educational institution found that there was no difference. (3) Guidelines for the administration of the student care and support system of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4 found that data were collected through visiting students' homes. Using student behavior assessments to screen students organizing activities to make students know how to control themselves and strengthen skills in living with others. There is also cooperation between teachers, schools and parents in preventing and solving student problems. Including understanding and explaining to students and parents the need to refer students with problems for help. Conclusion: The study found that the administration of the student care and support system at Nakhon Ratchasima Primary Educational Service Area Office 4 is effective, with high performance in all areas, though gender differences were found to be statistically significant. Furthermore, effective student care requires collaboration among schools, teachers, and parents, as well as the use of assessments and home visits to address and prevent student issues while encouraging self-control and social skills.

Operations Regarding Safe Educational Institutions of Educational Institutions under the Jurisdiction of the Saraburi Primary Educational Service Area Office 2

Background and Aims: The purpose of this research is to study and compare the opinions of personnel regarding safe educational operations in educational institutions under the jurisdiction of Saraburi Primary Educational Service Area Office 2. Classified by position educational institution size and work experience in addition, the objective is to study guidelines for promoting and developing the operation of safe educational institutions in educational institutions under the same affiliation. Methodology: The sample group used in the research consisted of 317 personnel from educational institutions under the Saraburi Primary Educational Service Area Office, Area 2, obtained by stratified random sampling (Stratified Random Sampling). The research instrument was the questionnaire has a 5-level rating scale with an IOC between 0.80 - 1.00 and a confidence value (Cronbach's Alpha) equal to 0.79. Structured interviews were also used to collect additional information. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test (t-test) and analysis of variance (ANOVA or F-test). Results: The results of the research found that: (1) The operation of educational institutions is safe. of educational institutions under the jurisdiction of the Saraburi Primary Educational Service Area Office 2, overall and in each aspect It was found to be at a "very high" level in all aspects, which shows that the operation of safe educational institutions has been carried out efficiently in every dimension. (2) Results of comparative analysis operations in the area of ​​safe educational institutions. Classified by position It was found that there was a statistically significant difference at the 0.05 level while categorizing by school size and work experience found that there was no difference. (3) Operational guidelines Regarding safe educational institutions under the Saraburi Primary Educational Service Area Office 2, it was found that: 1) In terms of preventive measures should proceed with the preparation of a safety plan that covers all dimensions. 2) Instilling measures safety workshops should be organized for teachers. educational personnel and students 3) suppression measures guidelines for managing or suppressing incidents should be established. Including assistance when an incident occurs in an educational institution and create mutual awareness in all sectors. Conclusion: Operations regarding safe educational institutions of educational institutions. There should be a safety plan for educational institutions that covers all dimensions. Educational institutions provide an environment and atmosphere that is safe for students, teachers, and educational personnel. There are guidelines for managing or suppressing incidents. Assistance when an incident occurs in an educational institution and there are workshops on safety of educational institutions for teachers, educational personnel and students.

The Information Technology Management of Educational Institution Administrators under the Jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: This research aims to study 1) the level of information technology management of educational institution administrators under the supervision of the Nakhon Ratchasima Primary Educational Service Area Office 4. 2) Compare the level of opinions of personnel regarding information technology management among school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, classified by position. Size of the educational institution and length of service. 3) Study the information technology management methods of educational institution administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4. Methodology: The research sample consisted of 327 administrators and teachers under the Nakhon Ratchasima Primary Educational Service Area Office 4, which were obtained from stratified random sampling. The research tools consisted of a 5-level rating scale questionnaire and a structured interview. Which has an IOC value between 0.80 - 1.00 and a confidence value of 0.73. Statistics used in data analysis include frequency, percentage, mean, standard deviation. T-test, F-test and pairwise difference test using Scheffe' method. Results: The results of the research found that: (1) information technology management of educational institution administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, overall, was at a high level. When considering each aspect separately It was found that information technology management in all aspects was at a high level. (2) Results of comparative analysis of information technology management of educational institution administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4, both in overall terms, each aspect, and each item. It was found that when classified according to the location and size of the educational institution. There is a statistically significant difference at the .05 level, however, when classified by years of service not differences found. (3) Guidelines for information technology management by administrators of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4 found that educational institutions should support information and communication technology budgets for use in teaching and learning. Including coordinating with networks from communities, government organizations, and the private sector to participate in technology and communication support for education. Conclusion: The results of the study found that Information technology management by school administrators under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4 is overall at a high level. When considering each aspect separately It was found that information technology management in all aspects was also at a high level.

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.

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 School Budget Management under the Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: Budgeting in its present form began in England around the 16th-17th centuries. During that time The House of Representatives successfully reserved the power to approve government revenue and expenditures. This shows that current budgeting is related to the evolution of the governance system. After the preparation of this budget, it was extended to local government organizations, educational institutions, and other agencies, both public and private. The purpose of this research is to study and compare the level of opinions of personnel regarding budget management of schools under the Nakhon Ratchasima Primary Educational Service Area Office 4. Classified by position, school size, and work experience. Including the study of guidelines for developing budget management for schools under the said organization. Methodology: The sample used in the research consisted of 196 school administrators and heads of budget management groups of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4, which were selected using a stratified random sampling method. The research instrument was a questionnaire with a 5-level rating scale with an IOC between 0.80 - 1.00 and a confidence value of 0.85. In addition, a structured interview was used to collect data for data analysis. Various statistics were used, including frequency, percentage, mean, and standard deviation, T-test and F-test. Results: The results of the research are as follows: (1) School budget management Under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4, the overall level is at a high level. And when considering each aspect, it was found that budget management was at a high level in every aspect. (2) Comparative analysis of budget management of schools under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4, found to be significantly different at the 0.05 level. When classified by position but when classified by school size and work experience, no differences were found. (3) The budget management guidelines of schools under the Nakhon Ratchasima Primary Educational Service Area Office 4 that should be implemented include: Analysis of strengths and weaknesses Budget allocation is adequate and comprehensive. Having an internal audit system Creating a fundraising plan and using resources from outside agencies or stakeholders. Including having proof of receipt and payment. Preparing accurate accounts according to regulations and reporting information on supplies and equipment (M-OBEC), including creating up-to-date information on buildings, land, structures, and assets (B-OBEC). Conclusion: Budget management of schools under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Office, District 4, that were all assessed were considered to have a high level of expertise. To ensure continued efficiency and transparency in financial management. There should be various guidelines such as detailed data analysis. Establishment of an internal audit system and recording information correctly All of which should be strictly implemented to strengthen confidence in the budget management process.

Educational Institution Administration using the Principles of Good Governance by Educational Institution Administrators under the Jurisdiction of the Udon Thani Primary Educational Service Area Office 3

Background and Aims: Successful human resource management. It is critical to rely on good management principles. Both the public and private sectors can use it for administration purposes. Good governance is a principle that is widely applied in modern administration. The objectives of this research are to 1) study educational institution administration using Dhamma principles; and governance of educational institution administrators. Udon Thani Primary Educational Service Area Office 3. 2) Compare educational institution administration based on good governance principles for administrators. The Udon Thani Primary Educational Service Area Office 3 is responsible for classifying educational levels. Work experience and size of the educational institution. 3) Research guidelines for developing educational institution administration based on the principles of good governance for educational institution administrators. Udon Thani Primary Educational Service Area Office 3. Methodology: This study used a sample of 341 school administrators and teachers. The sample size was determined using Krejci and Morgan's table and randomly assigned to groups. The research tool was a 5-point rating scale questionnaire. The consistency index ranged between 0.80 and 1.00, and the overall reliability of the questionnaire was 0.87. Statistics used for data analysis include frequency, percentage, mean, standard deviation, T-value, and F-value tests. Results: The study's findings revealed that: (1) Educational institution administrators apply good governance principles. Under the jurisdiction of the Udon Thani Primary Educational Service Area Office 3, the overall level is high. (2) Comparing opinions on school administration among administrators based on good governance principles. Udon Thani Primary Educational Service Area Office Area 3 is responsible for categorizing students by educational level. Work experience and the size of educational institutions It was discovered that the overall and individual aspects were not different. (3) Guidelines for promoting educational institution administration using good governance principles by educational institution administrators under the jurisdiction of the Udon Thani Primary Educational Service Area Office, Area 3, which consists of six areas: 1) The rule of law requires administrators to follow the principles of correctness. This means that the problem is being considered and diagnosed. Making decisions and issuing orders in accordance with national law and civil servant rules, regulations, and discipline, as well as teacher ethics. 2) The principle of morality requires executives to follow the principle of appropriateness, which means knowing how to think, speak, conduct business, and perform work in the appropriate time, person, society, and situation. 3) The principle of transparency. Executives must adhere to the principle of innocence, which requires a diagnosis. Order that work be completed with honesty, that is, with intention and pure, transparent thoughts. Use information systems that can be verified at any time. 4) The principle of participation requires administrators to allow those with a stake in the provision of education, such as teachers, students, parents, and members of the community, to participate in educational projects and activities held throughout the academic year in the form of committees. 5) The principle of responsibility requires executives to take responsibility for their duties and results in relation to the goals they have set. That responsibility should be on a level that meets public expectations. 6) The principle of value for money applies to the management and utilization of available resources. Limited to provide the greatest benefit to the public. By encouraging Thai people to be frugal and make good use of their resources. Create high-quality products and services capable of competing on a global scale while also ensuring the sustainability of natural resources. Conclusion: The study found that educational institution administration under Udon Thani Primary Educational Service Area Office 3 adheres to good governance principles. Furthermore, there are no significant differences in attitudes toward governance-based school administration across educational levels, work experiences, or school sizes. The promotion of good governance in these institutions emphasizes six key principles: rule of law, morality, transparency, participation, responsibility, and value for money, all of which aim to improve educational effectiveness and accountability.

A Model for Developing Academic Leadership of Teachers in the 21st Century Under the Office of Primary Educational Service Area in Thailand

This research aimed to present a model for developing the academic leadership of teachers in the 21st century under the Office of Primary Educational Service Area. This study used an integrated research method divided into two phases. Phase One aimed to study the current state of academic leadership of teachers in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase included 335 educational institution administrators, teachers, and heads of the academic department at schools under the jurisdiction of the Primary Educational Service Area Office Government Inspection Area 14, derived from stratified random sampling and three exemplary educational institutions. Phase Two aimed at creating a model for developing teachers’ academic leadership in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase consisted of 12 experts for a focus group meeting, obtained from purposive sampling. The research tools used were questionnaires, interviews, and evaluation forms. Data were analyzed to investigate average, standard deviation, and content analysis. The research results showed that the current overall condition in every aspect was practiced at a high level. In addition, there were five academic leadership development models for teachers in the 21st century under the Primary Educational Service Area Office: principles of the model; objectives of the model; methods of operation of the model; evaluation of the model, and conditions for success of the model. The models were appropriate and the overall feasibility was high.

Digital Teaching Supervision Model of Educational Supervisors under the Office of Primary Educational Service Area in Northeastern Region

This research aimed to: 1) Investigate the effectiveness of digital teaching guidance provided by educational supervisors affiliated with the Northeastern Primary Education Area Office. 2) Develop a model for digital teaching guidance by educational supervisors under the Northeastern Primary Education Service Area Office. 3) Evaluate the feasibility and benefits of the proposed model. The research consisted of three phases: Phase 1: Investigating the effectiveness of digital teaching guidance by educational supervisors, based on relevant documents, research, and interviews with a purposively sampled group of 30 individuals demonstrating outstanding practices (Best Practice). Phase 2: Developing a model for digital teaching guidance by educational supervisors and evaluating the model’s suitability through a seminar involving 7 experts, using the Connoisseurship approach. Phase 3: Evaluating the feasibility and benefits of the digital teaching guidance model by educational supervisors. The sample group comprised 50 educational supervisors affiliated with the Northeastern Primary Education Service Area Office, selected through multi-stage random sampling. Statistical analysis used in the study included mean, percentage, and standard deviation. The research findings revealed that: 1. Effective digital teaching guidance by educational supervisors consists of four key processes: 1) Analysis of context, 2) Development of teaching guidance plans, 3) Observation of teaching practices, and 4) Reflection on outcomes. Each process involved problem analysis, needs identification, collaborative planning, and the systematic use of digital tools and online social media aligned with the teaching guidance process. The effectiveness of teaching guidance was evaluated through the assessment of teachers’ knowledge, understanding, and learning management abilities, collaboratively determined and facilitated through an online Professional Learning Community (PLC). 2. The developed model comprises five components: 1) Principles and concepts, 2) Objectives, 3) Core content of the model, including the four-step digital teaching guidance process, 4) Implementation guidelines, and 5) Success conditions. The model’s suitability was assessed at the highest level. 3. In the feasibility and benefits assessment, the overall evaluation indicated the highest level of feasibility and benefits.

Habits of Highly Effective Schools Administrators in the Era of Changing World Schools Under the Primary Education Service Area Office, Songkhla Province

Objectives: 1)to study the Degree of Success and Important of habits of highly effective school administrators in the era of a changing world, and 2)to investigate the necessary traits of effective school administrators in the changing world era. Theoretical Framework: By the concept of the 7 Habits of Highly Effective People (Covey (2004) which include: 1) Be Proactive 2) Begin with the End in Mind 3) Put First Things First 4) Think Win-Win 5) Seek First to Understand, then to be Understood 6) Synergize and 7) Sharpen the Saw. Methodology: It is a descriptive research. Data analysis included frequency, percentage, and the Modified Priority Needs Index (PNI modified). Findings: The findings revealed that the Degree of Success and Important Habits of Highly Effective School Administrators in the Era of a Changing World at a high level (x ̅= 4.46, SD= .58, x ̅=4.53, SD=.56). The overall necessity of traits of effective school administrators had a PNI modified value of 0.015. Specific traits in descending order of necessity included: Synergize (PNI modified = 0.047) Think Win-Win (PNI modified = 0.020) Seek First to Understand, then to be Understood (PNI modified = 0.018, Begin with the End in Mind (PNI modified = 0.017), Put First Things First (PNI modified = 0.015), Sharpen the Saw (PNI modified = 0.013) and Be Proactive (PNI modified = 0.004) Implications: Therefore, developing effective school administrators to cultivate all 7 habits necessitates studying essential data, which is perceptual information, to effectively develop habits. Given the importance and research findings, researchers recognize the significance of developing effective habits in school administrators in this ever-changing world to serve as a guideline for development and driving force in.

Development of Instructional Leadership Indicators of Teachers in Educational Opportunity Expansion Schools under the Primary Educational Service Area Offices in the Northeast

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.

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.

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.

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.

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.