A CAUSAL RELATIONSHIP MODEL OF FACTORS AFFECTING THE LIFE AND CAREER SKILLS OF STUDENTS IN SCHOOLS UNDER THE PRIMARY EDUCATIONAL SERVICE AREA OFFICES IN INSPECTION REGION 11
Article Sidebar
Main Article Content
Abstract
This study aimed to 1) develop a causal relationship model of factors influencing students’ life and career skills in schools under the Primary Educational Service Area Offices in Education Inspection Region 11 and 2) examine the model’s fit with empirical data. A two-phase mixed-methods research design was employed. Phase 1 involved document synthesis, interviews with five experts, and an evaluation of the model’s appropriateness and feasibility by five experts. The research instruments included semi-structured interviews and a five-point rating scale. Data were analyzed using content analysis, means, and standard deviations. Phase 2 involved 700 school administrators and teachers selected through multistage sampling. Data were collected using a five-point rating-scale questionnaire. Students’ achievement motivation and life and career skills were assessed through administrators’ and teachers’ perceptions rather than direct student assessments. The instrument demonstrated item-objective congruence indices of .80 - 1.00, item discrimination indices of .37 - .86, and an overall reliability coefficient of .97. Data were analyzed using descriptive statistics, Pearson’s correlation, confirmatory factor analysis, and structural equation modeling.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
กระทรวงศึกษาธิการ. (2567). ประกาศกระทรวงศึกษาธิการ เรื่อง นโยบายการศึกษาของกระทรวงศึกษาธิการ ประจำปีงบประมาณ พ.ศ. 2568-2569. เรียกใช้เมื่อ 15 สิงหาคม 2569 จาก https://www.moe.go.th/นโยบายการศึกษา68-69/
สำนักงานสภาพัฒนาการเศรษฐกิจและสังคมแห่งชาติ. (2565). แผนพัฒนาเศรษฐกิจและสังคมแห่งชาติ ฉบับที่ 13 (พ.ศ. 2566–2570). Retrieved สิงหาคม 8, 2569, from https://www.nesdc.go.th/the-national-economic-and-social-development-plan/
Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Hair J. et al. (2019). Multivariate data analysis. (8th ed.). Andover: Cengage Learning.
Kline, R. B. (2023). Principles and practice of structural equation modeling. (5th ed.). New York: Guilford Press.
McClelland, D. C. (1961). The achieving society. Princeton, NJ: D. Van Nostrand.
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. Paris: OECD Publishing.
Partnership for 21st Century Learning. (2019). Framework for 21st century learning. Retrieved August 15, 2026, from https://www.battelleforkids.org/insights/p21-resources/
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
United Nations Educational, Scientific and Cultural Organization. (2024). Transforming education towards SDG 4: Report of a global survey on country actions to transform education. Retrieved August 9, 2026, from https://www.unesco.org/en
Wiggins, G. & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
World Economic Forum. (2025). The future of jobs report 2025. Retrieved August 15, 2026, from https://www.weforum.org/publications/the-future-of-jobs-report-2025/