Al-HIKMAH Journal

صعوبات اكتساب مهارة المحادثة لطلبة أقسام اللغة العربية من وجهة نظر المعلمين بجامعات جنوب تايلاند

2026-01-08T14:37:03+07:00

This study investigated the level of Arabic speaking skills among students in Arabic language departments at universities in Southern Thailand from the perspectives of lecturers and examined the challenges affecting the teaching and learning of speaking skills. Employing a descriptive-analytical approach, the study collected data through questionnaires, interviews, and observation from 25 Arabic language lecturers. The research instruments were validated by three experts to ensure their reliability and validity. The findings revealed that students faced considerable difficulties in speaking Arabic fluently, particularly due to limited opportunities for language practice outside the classroom, an unsupportive learning environment, low motivation, and fear of making mistakes. The results showed that educational environment-related difficulties ranked highest (M = 3.95), followed by student-related difficulties (M = 3.90), curriculum-related difficulties (M = 3.26), and teacher-related difficulties (M = 2.96). The study recommends enhancing interactive and supportive learning environments through classroom and extracurricular activities, integrating modern technological tools into language instruction, and strengthening professional development programs for teachers in order to improve students’ speaking proficiency and achieve educational objectives.

The Analysis of Administrators' Roles in Promoting Research to Enhance Student Development through Teachers in Islamic Private Schools in Satun Province

2025-09-15T10:55:21+07:00

This research aimed to 1) analyze the exploratory components of school administrators’ roles in promoting research for student development among teachers in Islamic private schools in Satun Province; 2) compare administrators’ roles in promoting research for student development based on gender, subject group taught, work experience, and school size; and 3) propose policy recommendations to enhance the potential of school administrators in promoting teacher-led research in Islamic private schools in Satun Province. The sample group consisted of teachers and educational personnel from 16 Islamic private schools across 4 districts in Satun Province during the academic year 2024, with a total of 193 participants determined using Taro Yamane’s formula. The research instrument was a questionnaire, and data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and exploratory factor analysis (EFA).

The findings revealed that 1) the exploratory factor analysis of administrators’ roles in promoting research for student development yielded a Kaiser-Meyer-Olkin (KMO) value of 0.940 and a significant Bartlett’s Test of Sphericity (p < 0.001). Five components with Eigenvalues greater than 1 were extracted, accounting for 63.970% of total variance: (1) policy formulation and planning, (2) budget support, (3) creation of a research-conducive environment, (4) recognition of teachers conducting research, and (5) provision of research knowledge to teachers; 2) comparison of administrators’ roles revealed no statistically significant differences based on gender, subject group taught, work experience, or school size, except for significant differences based on subject group and school size at the 0.05 level; and 3) the policy recommendations emphasized the need for clear policy formulation, ongoing evaluation, promotion of knowledge-sharing, and effective budget allocation to enhance administrators’ capacity in supporting teacher research for student development in Islamic private schools in Satun Province.

The Relationship Between Integrated Leadership and School Quality of Private Schools under Assalam Quality School, Satun Province

2025-09-08T14:08:40+07:00

This research aimed to 1) study the level of integrated leadership; 2) examine the level of quality; 3) investigate the relationship between the integrated leadership and the quality of educational institutions; and 4) explore development guidelines for integrated leadership of administrators and teachers that affect the quality of educational institutions in private schools in Satun Province. The sample group used in the study consisted of 115 teachers. Additionally, a focus group of 16 participants was used for in-depth discussion. The research instruments included a questionnaire on the relationship between integrated leadership and school quality, and a focus group discussion guide. Data analysis involved means, standard deviations, correlation analysis, SWOT analysis, and TOWS matrix. The results of the study revealed that 1) the level of integrated leadership and school quality was high, particularly in teamwork and creativity. 2) The quality of the educational institutions was also at a high level (average score of 4.17), emphasizing learner-centered teaching and learning. 3) There was a statistically significant relationship at the .01 level between integrated leadership and school quality (r = .909), with creativity showing a strong correlation with student quality (r = .750). And 4) the school development strategies included four main approaches to strengthening the institutions: proactive strategies (e.g., developing leadership models), reactive strategies (e.g., implementing monitoring systems), development strategies (e.g., leveraging collaboration to enhance teacher skills), and defensive strategies (e.g., building databases and communication platforms).

The School Classification Based on the Assessment Results of Early Childhood Development under the 2017 Early Childhood Education Curriculum in Schools under the Krabi Primary Educational Service Area Office

2026-04-28T09:28:47+07:00

ABSTRACT

This study aimed to classify and identify the characteristics of schools assessed on early childhood development under the 2017 Early Childhood Education Curriculum in the Krabi Primary Educational Service Area Office.

The sample included 123 schools selected through multi-stage random sampling. Secondary data from assessments of 12 standards across four domains were analyzed using K-Means Cluster Analysis.

The results showed that schools were classified into three groups: the All-Round Potential Group, the Emotional Balance and Adaptation Group, and the Developing Potential Group.

Keywords: school clustering, early childhood development, standard assessmentproposed development