College of Asian Scholar Journal

Conflict Management and Building a Culture of Trust in Schools in the New Normal

2026-06-22T11:23:01+07:00

Schools in the new normal era are confronted with complex changes, including blended learning, rising parental expectations, digital inequality, teachers’ workload, and policy uncertainty, all of which increase the likelihood of conflict within school organizations. This academic article aims to analyze theories, concepts, and scholarly propositions concerning conflict management and the development of a culture of trust in schools in the new normal era. The article synthesizes key perspectives from conflict management, organizational trust, psychological safety, organizational culture, and school leadership. The central argument is that conflict in schools should not be viewed merely as administrative failure but should be intentionally transformed into a mechanism for organizational learning through transparent, fair, listening-oriented, and psychologically safe leadership. The novelty of the article lies in the proposed “TRUST–Conflict Leadership Cycle,” consisting of Transparency, Respectful Dialogue, Understanding Interests, Shared Problem Solving, and Trust Renewal. The article concludes that effective conflict management in the new normal era requires the integration of systemic problem-solving with the restoration of relationships, trust, and collaborative school culture.

Nursing Care of a Child with Double-Chambered Right Ventricle (DCRV) and Perimembranous Ventricular Septal Defect Undergoing Total Surgical Correction: A Case Study

2026-03-03T01:45:47+07:00

Congenital heart disease (CHD) is a major cause of morbidity in pediatric populations. This case study presents the comprehensive nursing management of a 3-year-7-month-old boy diagnosed with Double-Chambered Right Ventricle (DCRV), perimembranous Ventricular Septal Defect (VSD), and subinfundibular right ventricle obstruction. The patient was admitted for scheduled total correction with VSD closure. Postoperative nursing care focused on hemodynamic stabilization, prevention of low cardiac output syndrome, fluid balance control, nutritional support, infection prevention, and family-centered care. The nursing process framework was applied systematically, including assessment, nursing diagnosis, care planning, intervention, and evaluation. The case highlights the importance of holistic pediatric cardiac nursing to promote recovery and prevent complications.

School Health Service Management

2026-05-28T18:29:42+07:00

School health services constitute an essential responsibility of educational institutions in promoting health, preventing diseases, and enhancing students’ quality of life. These services aim to ensure that learners are physically, mentally, emotionally, and socially prepared, which serves
as a fundamental basis for learning and the full development of their potential. This academic article aims to examine and synthesize knowledge related to school health service management and to propose effective approaches for implementing school health programs. The study covers five major components: (1) health screening and disease prevention, (2) provision of a healthy school environment, (3) welfare and safety management, (4) food and nutrition management, and (5) sanitation and environmental health management. This study employs a documentary research approach by collecting information from books, academic textbooks, research articles, scholarly documents, and school health service guidelines issued by relevant organizations. The collected data are analyzed and synthesized through content analysis to develop knowledge and appropriate guidelines for school health service management within educational settings. The findings indicate that all five components of school health services play a significant role in promoting students’ well-being. Health screening and disease prevention reduce health risks and help control disease outbreaks in schools. The provision of a healthy environment fosters a learning atmosphere conducive to educational achievement. Welfare and safety management minimize risks associated with accidents and emergencies. Food and nutrition management support appropriate growth and development according to students’ age. Sanitation and environmental health management promote healthy behaviors and prevent health problems that may arise in schools. School health service management is a crucial process that requires collaboration among school administrators, teachers, educational personnel, parents, and relevant agencies to ensure effective implementation and maximize benefits for students. The knowledge synthesized in this article can be applied as a guideline for developing school health systems, planning health promotion programs, and creating educational environments that support students’ overall well-being.

Architects of the Future: The Paradigm of Creative Leadership and Complexity Management in the New Global Educational Ecosystem

2026-06-22T09:56:16+07:00

Amidst the global shifts of the BANI World (Brittle, Anxious, Non-linear, Incomprehensible), educational systems worldwide are confronting an epistemological crisis of management, where traditional hierarchical command models fail to respond to increasingly complex problem dynamics. This academic article aims to synthesize and propose a novel framework of "Creative Leadership" as a core mechanism for driving educational organizations. Utilizing a methodology of documentary research and an integrative literature review, the synthesis culminates in the development of a conceptual model dubbed "The Creative Trinity Model (C-T Model)." This model comprises three core components: 1) Cognitive Ambidexterity, 2) Symbiotic Connectivity, and 3) Antifragility. These findings suggest that educational administrators must transcend the role of a traditional administrator to become "Social Architects" capable of designing sustainable learning ecosystems.

The Art and Science of Modern Educational Administration: Integrating Quality Networks and Leadership Spirit for Sustainable Success

2026-06-22T10:14:19+07:00

This academic article aims to (1) examine the context, trends, and challenges of modern educational institution administration in response to the rapid changes of global society in the twenty-first century; (2) analyze and synthesize key concepts related to the science of administration, the art of leadership, educational networking, quality management systems, and spiritual leadership that are essential for contemporary school administration; and (3) propose an integrated approach that combines educational networks, quality systems, and spiritual leadership to drive schools toward sustainable success and continuous educational improvement.

The synthesis revealed that modern school administrators need to move beyond traditional administrative approaches and become leaders capable of integrating “networks–quality–values” in a balanced manner. Such leadership requires the application of administrative knowledge, leadership skills, and a strong sense of responsibility toward learners and society. The integration of these dimensions contributes to enhancing student quality, developing teacher capacity, fostering a learning-oriented organizational culture, and strengthening collaboration among stakeholders. These outcomes serve as a foundation for sustainable educational development and continuous quality improvement.

This article further proposes policy recommendations for educational authorities to promote the development of administrators in value-based leadership, educational networking, and participatory quality management. Such efforts will help establish resilient, adaptive, and high-performing educational institutions that are well prepared to respond effectively to future changes and challenges.

The Development on in structional Leadership Model of the Administrators in the Digital Era under the Secondary Educational Service Office Area Mahasarakham

2026-06-22T11:33:20+07:00

The purposes of this research and development (R&D) study were: 1) to investigate the components, current states, desirable states, and priority needs for developing the digital instructional leadership of school administrators; 2) to construct and develop a digital instructional leadership model for secondary school administrators; and 3) to evaluate the effectiveness of the developed model under the Secondary Educational Service Area Office Mahasarakham. The research operations were divided into three phases: Phase 1: studying the components of digital instructional leadership; Phase 2: developing the model; and Phase 3: implementing and evaluating the model. The sample group consisted of 35 secondary schools, with 2 informants from each school, totaling 70 participants, obtained through stratified random sampling. The target group for the model implementation comprised 1 purposively selected secondary school. The research instruments included questionnaires, in-depth interviews, and a model evaluation form. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were analyzed using content analysis.

The research findings revealed that:

The current and desirable states of digital instructional leadership of secondary school administrators, both overall and in individual aspects, were at high to highest levels. The aspect with the highest mean was digital vision, followed by the use of digital technology for learning, and building a digital learning culture, respectively, while the aspect with the lowest mean was establishing digital networks for academic collaboration.
The digital instructional leadership comprised 6 components: 1) digital vision, 2) establishing digital networks for academic collaboration, 3) curriculum administration and technology-enhanced learning management, 4) use of digital technology for learning, 5) building a digital learning culture, and 6) inspiring towards a digital organization.
The top three priority needs for digital instructional leadership development were establishing digital networks, inspiring towards a digital organization, and curriculum administration and learning management, respectively.
The developed digital instructional leadership model consisted of 5 components: 1) principles, 2) objectives, 3) development process, 4) supporting materials and media, and 5) measurement and evaluation. The evaluation by experts indicated that the model's overall appropriateness, feasibility, and utility were at the highest level. Furthermore, the implementation results showed that the administrators and teachers expressed the highest level of satisfaction with the model, demonstrating that it could be effectively applied to enhance academic administration in educational institutions.

Guidelines for promoting learning management of school administrators in schools for disabilities under the Office of Special Education Bureau, Group 1

2026-06-04T15:09:03+07:00

This research aimed to: examine the learning management of school administrators in Schools for Disabilities, and develop guidelines for promoting learning management. The sample consisted of 194 government teachers and government employees selected through simple random sampling. Additionally, 8 key informants were purposively selected for a focus group discussion. The research instruments included a five-point Likert-scale questionnaire with a content validity index of 1.00 and a reliability coefficient of 0.95, together with focus group discussion protocols. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that: 1) Learning management of school administrators in Schools for Disabilities was overall at a high level. Ranked from highest to lowest mean scores, the dimensions were: promotion of guidance, sports, and student affairs; promotion and development of educational standards and quality assurance; promotion and development of educational quality; promotion and development of curriculum; and promotion of supervision and evaluation of educational management. 2) The guidelines for promoting learning management included: (2.1) continuously developing teachers and educational personnel alongside strengthening internal quality assurance; (2.2) improving curricula to align with learners’ potential and special educational needs; (2.3) enhancing the effectiveness and sustainability of the internal quality assurance system; (2.4) developing guidance services that respond to learners’ potential, interests, and individual needs; and (2.5) establishing an effective and continuous internal supervision system to improve educational management and learning outcomes.

The guidelines for academic administration in welfare schools under the Office of Special Education Bureau, Group 1

2026-06-27T16:16:50+07:00

This research aimed to study academic administration and the guidelines for academic administration in welfare Schools under the office of Special Education Bureau, Group 1. The sample groups used in this study consisted of 211 participants, including school administrators, deputy administrators, and teachers in welfare Schools. The samples were selected through stratified random sampling based on educational service areas. Additionally, 8 key informants were purposively selected for a focus group discussion. The research instruments included a five-point Likert-scale questionnaire with a content validity index of 1.00 and a reliability coefficient of 0.96, together with focus group discussion protocols. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that: 1) Academic administration in welfare schools was found, both overall and in each aspect, to be at the highest level. The aspects, ranked from highest to lowest mean scores, were internal supervision, school curriculum development, instructional management, research for educational quality development, development of educational media, innovation, and technology, and measurement, evaluation, and credit transfer. Teachers conducted authentic assessment and employed a variety of assessment methods to accurately reflect students’ learning quality. 2) The guidelines for academic administration in welfare Schools. were as follows: are as follows: 2.1) School Curriculum Development: Schools should develop learners holistically by considering individual differences and learners’ contexts. 2.2) Instructional Management: Schools should promote learner-centered instruction that accommodates individual differences and learners’ contexts. 2.3) Measurement, Evaluation, and Transfer of Learning Outcomes: Schools should ensure systematic, accurate, transparent, and equitable assessment practices. 2.4) Internal School Supervision: Schools should implement systematic supervision and provide continuous support and guidance for teachers. 2.5) Research for Educational Quality Development in Schools: Schools should support teachers in conducting classroom research to improve learner quality. 2.6) Development of Educational Media, Innovation, and Technology: Schools should promote the development and effective use of educational media, innovation, and technology.