Chiang Mai Rajabhat Education Journal

Administrative Factors Affect the Organization of Happiness under the Secondary Educational Service Area Office Phayao

Suchitra Pansuwan, Arpapun Prathumthai — Mon, 27 Oct 2025 00:00:00 +0700

This research aimed: 1) to examine the level of administrative factors affecting the organization of happiness, 2) to assess the level of being the organization of happiness, 3) to explore the relationship between administrative factors and being the organization of happiness, and 4) to identify administrative factors affecting the organization of happiness. In this study, the focused group consisted of 270 participants,including school administrators, teachers, and educational personnel affiliated with the Secondary Education Service Area Office Phayao, in the 2023 Academic year. The participants were determined by applying the Krejcie and Morgan formula, followed by stratified random sampling. The research instrument utilized was a five-point Likert scale questionnaire, with an Index of item-objective congruence was between 0.67 – 1.00 and the reliability Cronbach’s alpha coefficient of 0.943 and 0.938. The statistical methods for data analysis included the computation of percentages, arithmetic mean, standard deviation, as well as analysis of Pearson correlation coefficient and stepwise multiple regression.

The research findings indicated that 1) the level of administrative factors affecting the organization of happiness was generally high, 2) the overall level of being the organization of happiness was high, 3) the factors of school administration and being a happy organization have a statistically significant relationship at the .01 level, and 4) administrative factors affecting the organization of happiness under the Secondary Education Service Area Office Phayao comprised four factors: budget (X₂), personnel development (X₄), leadership (X₁), and the atmosphere and culture (X₃). As a result, 45.90% of the variance in being the organization of happiness could be predicted, with statistical significance at the .01 level, using the following equations: Raw Score Ŷ = 0.164 + 0.293(X₂) + 0.305(X₄) + 0.200(X₁) + 0.128(X₃) and Standardized Score Ẑ = 0.303(X₂) + 0.249(X₄) + 0.210(X₁) + 0.121(X₃).

The Guidelines for Developing Leadership in the Digital Age for Educational Institution Administrators in the Doi Nang Non Educational Development Network Group, Under Chiang Rai Primary Education Service Area Office 3

Sombat Suthichaikul, Somkiat Tunkaew , Pairop Rattanachuwong — Mon, 27 Oct 2025 00:00:00 +0700

This research aimed to 1) study the necessity of leadership in the digital age of educational administrators 2) study the important factors that promote and develop leadership in the digital age of educational administrators 3) propose guidelines for developing leadership in the digital age of educational administrators. This research is survey research. The population consisted of 131 government teachers in the Doi Nang Non Educational Development Network. The research instruments were the necessity questionnaire, semi-structured interview form, and Focus group discussion documents. The data were analyzed statistically by finding the mean and standard deviation, the necessity index, and the content analysis. The summary is in the form of a table to accompany the presentation.

The research results found that 1) the necessity of developing digital leadership of educational administrators, in all aspects, there is a necessity to develop digital leadership of educational administrators and the top 3 most needed aspects were: creating a learning culture in the digital age, developing personnel in digital technology and knowledge management using digital technology, respectively 2) The important factors that promote the development of digital leadership of educational administrators in all 3 aspects were: creating a learning culture in the digital age, important internal factors were organizational strategy and management style, and important external factors were laws and social conditions. In terms of developing personnel in digital technology, important internal factors were management style and skills and external factors were technology and social factors. In terms of knowledge management using digital technology, important internal factors were skills and work system and important external factors were technology and social factors 3) Guidelines for developing digital leadership of educational administrators in terms of creating a learning culture in the digital age included promoting personnel to attend training in digital technology, using digital media to publicize the school to parents, school committees, communities, and supervising agencies, and designing work environments that promote collaboration and teamwork through technology. In terms of digital technology personnel development, this included setting goals for developing teachers and digital technology personnel in schools, providing opportunities for teachers and educational personnel to attend training in digital technology for teaching and learning management, and supervising teachers and personnel to apply what they gain from digital technology development to actual practice in schools. In terms of knowledge management using digital technology, this included using digital technology in administration to give orders or assign tasks, supporting the use of digital technology sufficient for use in schools, and using digital technology to communicate and coordinate between agencies.

The Competency-Based Curriculum Management of Ban Lao Pao School, an Innovative Pilot School in Education Sandbox, Doi Lo Subdistrict, Doi Lo

Tinnaphop Luangmaneewan — Mon, 27 Oct 2025 00:00:00 +0700

The objectives of this research were: (1) to study the competency-based curriculum management of Ban Lao Pao School, the innovative pilot school; (2) to implement the competency-based curriculum in the school; and (3) to examine the level of stakeholder satisfaction toward the curriculum management. The study was conducted with two target groups: Group 1 consisted of administrators, external agencies, and experts (n = 81), and Group 2 included teachers, students, parents, and network partners (n = 116). The research was conducted at Ban Lao Pao School, Chiang Mai Province, during the 2023–2024 academic years. The research instruments included a questionnaire and an interview form, which were validated for content accuracy by experts. The questionnaire yielded a reliability coefficient of 0.550. Data were analyzed using descriptive statistics percentage, mean, and standard deviation as well as qualitative content analysis.

The findings revealed that:

1)The school’s competency-based curriculum management was conducted systematically, with key processes including school-based curriculum design, contextual analysis, learning unit design, implementation of active learning, competency-based assessment, professional learning communities (PLC), community engagement, institutional support, and ongoing monitoring and evaluation.

2) The curriculum implementation followed a clear, well-structured plan aligned with the Education Innovation Area Act B.E. 2562 (2019). Ban Lao Pao School was the first school in the Chiang Mai Primary Educational Service Area Office 4 to implement this innovative curriculum.

3) Stakeholders expressed a high level of satisfaction with the curriculum management (mean = 4.21, SD = 0.47). The highest-rated areas of satisfaction were student learning outcomes and overall curriculum management. Qualitative analysis identified strengths such as teachers’ strong commitment to curriculum development, integration with local context, flexibility in media procurement, and alignment with the school’s internal quality assurance system.

Game-Based Learning for Developing Computational Thinking Skills in Decimal Multiplication and Division for Grade 5 Students

Worasak Seeka, Paweena Khansila, Prapaporn Nongharnpituk — Mon, 27 Oct 2025 00:00:00 +0700

This research aimed to 1) develop computational thinking skills in decimal multiplication and division for Grade 5 students through game-based learning, 2) compare learning achievement before and after the implementation of game-based learning, and 3) study students’ satisfaction with the learning intervention. The target group for the research consisted of 35 Grade 5 students during the first semester of the 2024 academic year at Songplueay Wittayakyon School, Namon District, Kalasin Province, selected through purposive sampling. The research instruments included lesson plans, a computational thinking skills assessment in mathematics, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentages, means, standard deviations, and the Wilcoxon signed-ranks test. The results revealed that 1) students demonstrated a 73.79% computational thinking skill level in decimal multiplication and division after game-based learning intervention, 2) learning achievement after the intervention was significantly higher than before at the 0.05 significance level, and 3) overall, student satisfaction with the learning management approach was at a high level.

From Development to Transformation: Challenges in the Evolving Role of Deaf Teaching Assistant in Higher Education

Chanita Mathu, Theeratorn Lersilp, Thitima Thianthong — Mon, 27 Oct 2025 00:00:00 +0700

This article aims to 1) analyze the roles and significance of Deaf Teaching Assistants (DTAs) in higher education systems, 2) study the challenges in developing DTA capacities in the Thai educational context, and 3) propose approaches for sustainable support systems and capacity development for DTAs. The scope of the study focuses specifically on education for deaf students in higher education, particularly at Ratchasuda Institute, Mahidol University, which specializes in education for the Deaf. This article employs knowledge synthesis through analysis of relevant documents and research both from Thailand and internationally, combined with lessons learned from professional experience at Ratchasuda Institute. The results show that DTAs play vital roles in an integrated education system, including communication through sign language, bridging gaps between main instructors and deaf students, providing appropriate teaching arrangements, and inspiring students. However, several challenges in developing the capacity of DTAs have been identified, including limitations in language skills, communication, and a shortage of qualified personnel. This article presents approaches for developing DTA capacities through the DEAF Development model, which encompasses fundamental skill development, continuing education, adaptation to change, and future role integration, along with effective teamwork models for supporting DTAs. These approaches aim to enhance the quality of education for deaf students and create professional development opportunities for deaf teaching assistants.