Journal of Innovation in Administration and Educational Management

The Guidelines to Develop the Disruptive Leadership of School Administrators Under the Phitsanulok Primary Educational Service Area Office 1

Kanteetat Srijaiwong — 2025-12-16

The purpose of this research is to study 1) study the level of transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1, and 2) explore ways to develop transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The research was conducted in two phases: Phase 1 involved studying the transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The sample group consisted of school administrators and teachers from the Phitsanulok Primary Educational Service Area Office 1, totaling 297 individuals, divided into 88 school administrators selected purposively and 209 teachers selected through stratified random sampling based on the proportion of teachers in each district. The research instrument was a questionnaire with a reliability coefficient of .97, consisting of a 5-point Likert scale. The statistics used for data analysis were the mean and standard deviation. Phase 2 involved studying ways to develop transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The informants included four experts with experience in school administration or educational administration qualifications, selected purposefully. The research instrument was an interview, and the data were analyzed through content analysis.

The research findings indicate that.

The study results on the transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1, overall, are at a high level with an average of 4.32 and a standard deviation of 0.64.
The study results on the development of transformational leadership for school administrators Affiliated with the Phitsanulok Primary Educational Service Area Office 1, it was found that school administrators. There should be a systematic and continuous study of the context of the educational institution, community, and stakeholders. Additionally, there should be the development of technological skills to serve as a model for teachers and educational staff, and to promote a digital organizational culture within the institution. Digital organizational culture within educational institutions creates an organizational culture that is aware of risks. Educate teachers and staff about the importance of risk management.

Guidelines for Strengthening Community Enterprise Groups in Mueang District, Nakhon Sawan Province

Tossawat Swamiwas — 2025-12-16

The research objectives of this study were 1) examine the level of opinions on the strength of community enterprise groups; 2) investigate factors influencing the strength of these groups; and 3) propose guidelines to enhance the strength of community enterprise groups in Mueang District, Nakhon Sawan Province. A mixed-methods research approach was employed. The quantitative component involved 251 members of community enterprise groups using a questionnaire with a reliability score of 0.87. Data were analyzed using mean, standard deviation, and stepwise multiple regression (Enter method). The qualitative component involved in-depth interviews with 10 key informants selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using inductive content analysis.

The research results indicated the overall level of opinions on the strength of community enterprise groups was moderate. Factors influencing group strength were rated at a high level. Significant positive factors included participation in enterprise activities, local wisdom, and government policy (p < 0.01), and leadership (p < 0.05).

Recommendations for strengthening community enterprise groups include: 1) enhancing participation by raising awareness, motivation, and member skills while promoting innovation and collaboration; 2) preserving and applying local wisdom to improve products, services, and sustainability; 3) improving access to government support and promoting policy engagement; and 4) developing leadership skills and succession planning.

AI Competency Development Guidelines for Educational Management at Rajabhat Ratanakosin Group Universities in Bangkok

Phongsak Phakamach — 2025-12-16

This research aimed to investigate the characteristics, components, and present guidelines for developing AI competency for educational management at Rajabhat Ratanakosin Group Universities in Bangkok. A mixed-methods research approach was employed, with the research process consisting of four steps: 1) Studying the characteristics through document analysis and in-depth interviews with 12 administrators, 2) Analyzing the components based on surveys from 558 sampled administrators, lecturers, and personnel, obtained through multi-stage random sampling, 3) Verifying the components using data triangulation methodology, and 4) Presenting guidelines for AI competency development through a connoisseurship involving 9 experts, selected purposively. Research instruments included structured interview forms, questionnaires, and focus group discussion guides. Qualitative data were analyzed using descriptive content analysis, while quantitative data were analyzed by exploring components and indicators.

The research findings indicate that: 1) The characteristics of AI competency for educational management at Rajabhat Ratanakosin Group Universities in Bangkok, consisted of 3 aspects: (1) AI literacy, (2) the use of and problem-solving with AI tools, and (3) adaptation to AI changes; 2) the core components of AI competency were: (1) Cognitive domain, (2) Psychomotor domain, and (3) Affective domain. The sub-components were: (1) Computer and AI fundamentals, (2) AI access, (3) AI usage, (4) AI media production and creation, (5) AI communication, (6) AI media management, and (7) AI evaluation; and 3) the development guidelines included 5 methods: (1) self-directed learning and development, (2) online learning, (3) using case studies, (4) learning through AI, and (5) practical workshops. The development process could be implemented using the ASIMI process.

A Study of the Current Conditions, Needs, and Guidelines for Developing the 2025 Primary Education Curriculum (Grades 1–3) in Pilot Schools in Phra Nakhon Si Ayutthaya Province

Wacharapatr Techawattanasiridumrong — 2025-12-16

This research aimed to 1) study the current conditions, 2) assess the needs, and 3) propose guidelines for developing the 2025 Primary Education Curriculum (Grades 1-3) in pilot schools in Phra Nakhon Si Ayutthaya Province. A mixed methods research approach was employed, collecting data from a sample group obtained through purposive sampling from 3 pilot schools in Phra Nakhon Si Ayutthaya Province. The sample consisted of 75 participants, including 3 school administrators, 2 basic education board members, 10 primary school teachers, and 60 primary school students. Research instruments included a research questionnaire and an unstructured interview form. Quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), while qualitative data were analyzed through content analysis.

The findings indicated that: 1) The overall actual condition of school curriculum development was at a high level. However, teachers still lacked awareness and a clear understanding of the curriculum's objectives and structure. 2) Regarding the needs assessment for school curriculum development, the highest average was in curriculum design and development, followed by learning management, highlighting the necessity to enhance teachers' capabilities in analyzing and designing curricula aligned with student competencies. 3) Five key guidelines were proposed for the development of the 2025 Primary Education Curriculum: enhancing teachers’ understanding of the new 2025 curriculum, designing and developing school-based curricula that are responsive to learners and local contexts, implementing learner-centered instructional strategies, providing continuous teacher development and internal supervision, and improving assessment practices to reflect student competencies and ensuring sustainability. These findings are beneficial for future curriculum development planning and enhancing primary education quality in meaningful and context-specific ways.

The Concept of Decision-Making Leadership of Middle - Level Administrators at a Group 2 Public University in Songkhla Province

Nunnapat Songdecha — 2025-12-16

The purpose of this research was to explore leadership concepts in decision-making among middle-level administrators at a Group 2 public university in Songkhla Province and to propose suitable strategies to promote leadership that supports effective decision-making. This qualitative study employed a phenomenological approach within an interpretivist paradigm. The primary informants were university personnel holding middle management positions, including Directors of Offices, Directors of Divisions, or heads of other units with equivalent status as designated by the Ministry of Higher Education or the University Council. Informants were selected through purposive and convenience sampling. Data were collected using a semi-structured interview format, and in-depth interviews were conducted until data saturation was reached at eleven informants. The collected data were analyzed using content analysis in combination with thematic analysis and observation.

The research findings revealed that the decision-making leadership of middle-level administrators is characterized by systematic and rational decision-making. This process is based on the consideration of data, facts, and organizational constraints such as laws, personnel, and budget. In routine situations, decision-making emphasizes participation, whereas in urgent situations, priority is given to speed and maximizing the benefits for the organization. These concepts align with Simon’s Decision-Making Theory, which consists of problem identification, alternative design, and solution selection within the constraints of information, time, and resources (bounded rationality).

Recommendations for leadership development include training in systematic decision-making skills, promoting participation, preparing for urgent situations, developing supportive information systems, enhancing transparency, and encouraging knowledge sharing within the organization.

Evaluation of the STEM Education Camp Project for Grade 1 - 6 Students at Ban Nongle School Using Tyler’s Model

warisara wonglomkaew — 2025-12-16

This evaluation aims to: 1) assess the project’s objectives, 2) evaluate its implementation plan, 3) examine development approaches, 4) evaluate execution, 5) assess outcomes, and 6) monitor the project’s impact. The data sources consisted of (1) 11 educational personnel and (2) 40 students from grade 1–6. Tools included evaluation forms, interviews, observation checklists, questionnaires, and attitude assessments. Key findings: 1) The objectives aligned with parents’ needs. 2) Participants were Grades 1–6 students; a one-day camp was appropriate, using integrated STEM learning with real-life contexts and STEM experts. 3) Budget, materials, and facilities were sufficient. 4) Activities such as simulations, cost-profit analysis, and spatial exploration fostered analytical thinking and problem-solving, though limited time hindered deeper engagement. 5) Student behavior was excellent, and satisfaction was very high. 6) The project boosted learning enthusiasm; however, some students maintained previous behaviors. Attitudes toward science and mathematics were rated high post-program.

Social Capital for Strengthening the Community of Huadong Subdistrict Nadoon District Mahasarakham Province

ทนงศักดิ์ ปัดสินธุ์ — 2025-12-16

This study aimed to 1) study level of social capital in strengthening the community and 2) compare social capital in strengthening the community of Huadong sub-district classified by personal factors. The quantitative research was used. The sample consisted of 287 household heads living in Huadong sub-district community, calculated using Taro Yamane’s formula. A questionnaire was used as the data collection tool. The statistics used for data analysis were mean and standard deviation. The relationship between variables was analyzed using t-test and One-way ANOVA. The results of the study found that 1) the level of opinions on social capital in strengthening the community of Huadong sub-district was at a high level 2) Social capital in strengthening the community of Huadong sub-district was not different overall and in each aspect. As for social capital for strengthening the community of Huadong sub-district with different ages and occupations, it was found that the aspect of cooperation was significantly different at the .05 level.

A Study of the Needs Assessment for Curriculum Development Based on Learning Outcomes in the Bachelor of Education Program in Dramatic arts.

Puwanai Kalawong — 2025-12-16

The objectives of this research were: 1) to study the current conditions and needs for the development of an outcome-based education curriculum for the Bachelor of Education Program, and 2) to assess the priority needs for the development of an outcome-based education curriculum in the Bachelor of Education Program in Performing Arts, Faculty of Education, Buriram Rajabhat University. The study was conducted in two phases: a focus group discussion and data collection from stakeholders. The target informants were purposively selected into six groups, including three experts, three school principals, five curriculum instructors, three alumni, five current students, and six grade 12 high school students. The research instruments consisted of focus group discussion records and a five-point Likert scale questionnaire. Data were analyzed using percentages, means, standard deviations, and the Modified Priority Needs Index (PNI_modified).

The research results revealed that: 1) The needs for developing an outcome-based education curriculum in the Performing Arts program can be categorized into four domains: knowledge, skills, ethics, and personal attributes. 2) The results of the needs assessment showed that the domain of knowledge had the highest priority needs index (PNI_modified = 0.092), followed by skills (PNI_modified = 0.087), personal attributes (PNI_modified = 0.060), and ethics (PNI_modified = 0.038), respectively.

Confirmatory Factor Analysis of Active Learning Management Competencies of Teachers under Nakhon Si Thammarat Primary Educational Service Area Office 4

Sampan Thanimkarn — 2025-12-16

This study aimed to 1) perform a confirmatory factor analysis and 2) examine the level of active learning management competencies among teachers in the Nakhon Si Thammarat Primary Educational Service Area Office 4. A quantitative research design was employed, with a sample of 300 teachers selected through stratified random sampling. The research instrument was a questionnaire with a Cronbach's Alpha coefficient of 0.946. Data were analyzed using Confirmatory Factor Analysis (CFA) with LISREL software, as well as descriptive statistics, including percentage, mean, and standard deviation.

The findings revealed that 1) the model of teachers’ active learning management competencies consisted of four components: (1) learning management planning, (2) active learning management, (3) media and technology usage, and (4) learning evaluation, and showed a good fit with the empirical data. All four components were statistically significant at the .05 level. 2) Overall, teachers' active learning management competencies were at the highest level. When considering individual dimensions, active learning management had the highest mean, while learning planning and the use of media/technology had the lowest means.

Administration of the Student Care and Support System for the Promotion of Sustainable Education

Tadsaya Laudom — 2025-12-16

This academic article aims to present the management of the student care and support system in educational institutions, with a focus on promoting sustainable education through a comprehensive, systematic, and effective student support mechanism. The student care and support system is a key strategy that enables students to develop their physical, mental, social, and intellectual potential in a balanced manner, reduce risk behaviors, and promote equal educational opportunities. Effective management of this system requires several key approaches: systemic administration, capacity building for homeroom teachers and relevant personnel, inclusive participation of all stakeholders, the development of accurate and up-to-date information systems, the creation of individualized support plans that are systematic and continuous, and regular monitoring and evaluation. The findings indicate that effective management of the student support system not only benefits individual students but also serves as a foundational mechanism for advancing sustainable education. It links to the concepts of human rights, equity, and sustainable development, influencing educational policy and the development of practical guidelines at all educational levels, particularly in the context of promoting equality and quality education for all learners.

Developing Learning Organizations in Educational Institutions and Approaches and Success Factors

Jeerustitorn Mukdaphet — 2025-12-16

In the context of rapid economic, social, and technological transformations, educational institutions must adapt to ensure sustainable existence and development. This is particularly crucial as Thailand's educational system continues to face challenges regarding students' learning quality, educational inequality, and limitations in organizational management efficiency. This article aims to analyze the concepts and theories of learning organizations from prominent scholars including Stata, Senge, Marquardt, and Garvin, while synthesizing the characteristics of learning educational institutions within the Thai context. The focus is on proposing development approaches and success factors appropriate for Thai educational institutions, encompassing creative leadership, organizational culture, knowledge management, information technology utilization, shared vision creation, and continuous personnel development. The article demonstrates that promoting educational institutions as learning organizations serves as a crucial mechanism for enhancing educational quality, as learning organizations possess the capability to respond to changes, learn from experiences, and develop new knowledge to effectively drive toward 21st-century educational goals. The development of educational organizations into learning organizations requires support from educational leaders, national policies, and organizational personnel participation to foster collaborative learning and lead to genuine systemic transformation. This will ultimately result in educational institutions having the capacity for continuous and sustainable long-term development.

Design Thinking: Concepts, Processes, and Applications in Educational Contexts

Suntaree Wannapairo — 2025-12-16

This article aims to analyze and synthesize the concept of Design Thinking as a process and conceptual framework with significant potential to enhance the quality of education. It presents key concepts, processes, and applications within educational settings. Design Thinking focuses on human-centered, innovative problem-solving by deeply understanding learners' needs and contexts. The process comprises five iterative and flexible stages: Empathize, Define, Ideate, Prototype, and Test, allowing continuous adaptation based on honest user feedback and insights.

A comprehensive review of the literature indicates that applying Design Thinking in educational contexts promotes active learning and fosters 21st-century skills. It cultivates an innovation-oriented learning culture at both the classroom and school leadership levels. Nonetheless, practical challenges persist, including time constraints, limited resources, and varying levels of readiness among educational personnel. This article synthesizes strategic recommendations for advancing Design Thinking in the Thai education system, emphasizing sustained teacher capacity-building, the establishment of innovation spaces within schools, and the adaptation of learning approaches to reflect students' real-world contexts, ultimately contributing to meaningful and sustainable educational transformation.

Academic Administration to Promote Students' Self-Directed Learning In The Management Of Basic Education

Noppawin Khajornphanwekin — 2025-12-16

The purpose of this academic article is to present the concept of academic management to promote learners' self-directed learning in basic education management, which emphasizes that learners play a key role in designing and managing their own learning process. Teachers play a role as a supporter.

Academic Administration to Promote Learners' Self-Directed Learning in Basic Education Management Educational institutions can do this with an academic management process that covers all activities related to education, including: 1) Developing an education quality assurance system that is conducive to education. 2) Research to improve and develop learning processes that promote self-leadership, 3) Provide and promote a variety of learning resources for self-directed learning, 4) Design and develop flexible and self-directed school curricula, 5) Create and develop learning processes that stimulate self-leadership, and 6) Measure and evaluate educational management that emphasizes self-reflection and development.

Designing Mobility-Friendly Residential Environments for the Elderly in Thailand

Chotiwat Bunsan — 2025-12-16

This article focuses on the concept of designing age-friendly mobility environments, which is particularly important in the context of Thailand, a country approaching a “super-aged society” with over 28% of its population aged 60 and above. The World Health Organization and the United Nations have emphasized the crucial role of environments that support the safety, accessibility, and well-being of older adults. The objective of this study is to present guidelines for managing mobility within residential settings for the elderly, drawing on legal frameworks, including acts, ministerial regulations, and relevant academic literature both domestically and internationally. Although existing laws and regulations specify accessibility requirements for public buildings, government offices, and hospitals, their practical implementation in households often faces challenges such as limited understanding of proper design, budget constraints, and caregivers’ attitudes. Universal Design serves as a key framework for designing adequate walkways, ramps, handrails, lighting, and assistive devices. Additionally, integrating assistive technologies, such as fall detection sensors, emergency alert systems, and mobility aids, can effectively reduce accidents and enhance safety. Improving the home environment not only mitigates the risk of falls but also positively influences mental health, confidence, and overall quality of life for older adults. Active involvement of families, communities, and older residents in planning and improving living spaces is essential for sustainable development. This article emphasizes the need to maximize the use of existing spaces under legal frameworks and international guidelines to systematically prepare for an aging society, enhance safety, and promote the long-term quality of life of the elderly.

Innovative Leadership Based on the Principles of Sappurisadhamma for School Administrators in the Digital Age

Chonchanok Chuntori — 2025-12-16

In an era fraught with challenges from technological transformation, artificial intelligence (AI), and various complexities, it is essential for school administrators to possess innovative leadership to creatively steer their organizations. However, the implementation of innovation without an understanding of its ethical dimensions can give rise to new problems. This academic article aims to present a conceptual framework for the integration of innovative leadership with the principles of Sappurisadhamma for school administrators in the digital age. The article, therefore, proposes the use of the seven principles of Sappurisadhamma—a set of universal virtues including Dhammaññutā (knowing the cause), Atthaññutā (knowing the effect), Attaññutā (knowing oneself), Mattaññutā (knowing moderation), Kālaññutā (knowing the proper time), Parisaññutā (knowing the community), and Puggalaññutā (knowing individuals) as an "internal compass" to guide decision-making. Applying these principles enables administrators to effectively tackle digital challenges, such as fostering digital well-being (Mattaññutā) and ensuring digital equity (Parisaññutā). The ultimate outcome is to elevate administrators to become "Wise and Ethical Digital Innovation Leaders," capable of guiding their organizations

toward sustainable growth.