HRD Journal

The Development of Online Training with Mobile Applications Using Inquiry-Based Training Process to Enhance Supervisors’ Knowledge of Providing Positive Feedback

2024-07-08T10:51:08+07:00

The objectives of this research are to 1) develop online training using mobile applications. Using an inquiry-based training process to develop knowledge about giving positive advice to supervisors. 2) Study the results of online training using mobile applications. Using an inquiry-based training process to develop knowledge about giving positive advice to supervisors. 3) Study participants' satisfaction with online training using mobile applications. About giving positive advice The sample group consisted of 32 employees at the supervisory level. The research tools were 1) mobile applications. Using an inquiry-based training process on giving positive advice. 1) Media and mobile application quality assessment using an inquiry-based training process. Subject: Giving positive advice 2) Online application training achievement measurement model Using an inquiry-based training process Regarding giving positive advice, 20 items. 3) Questionnaire on participants' satisfaction with online training using mobile applications. Regarding giving positive advice, there were 13 items. The research results found that 1) mobile applications Using an inquiry-based training process on giving positive advice. There are results for evaluating the quality of media and applications. by experts The average was at a very good level (M = 4.69, SD = 0.41) 2) Participants attended online training using a mobile application. Using an inquiry-based training process on giving positive advice. The scores after the training were significantly higher than before the training at the .01 level. 3) The level of satisfaction of the participants with the online training using mobile applications. Using an inquiry-based training process on giving positive advice. Overall it was at the highest level (M = 4.78, SD = 0.25).

Competency Development of School Administrators and Teachers in Managing Alternative Education of School Affiliated Chiang Mai Municipality

2024-08-20T14:51:37+07:00

The objectives of this research were (1) to study the competency components of school administrators and teachers according to the alternative education concept in schools under Chiang Mai City Municipality, (2) to study guidelines for developing competencies of school administrators and teachers according to the alternative education concept in schools under Chiang Mai City Municipality, and (3) to examine and evaluate the guidelines for developing competencies of school administrators and teachers according to the alternative education concept in schools under Chiang Mai City Municipality. The research methodology consisted of (1) studying the competency components of school administrators and teachers according to the alternative education concept through document synthesis, (2) studying guidelines for developing competencies of administrators and teachers according to the alternative education concept in schools under Chiang Mai City Municipality using a 4-level rating scale questionnaire with a population of 22 school administrators and 241 teachers, along with structured interviews of 8 school administrators and teachers, and (3) examining and evaluating the feasibility and usefulness of the competency development guidelines for school administrators and teachers according to the alternative education concept, with a sample of 68 stakeholders as evaluators. Statistics used for data analysis included percentage, frequency, mean, and standard deviation. The research findings revealed that the competency components of school administrators according to the alternative education concept consisted of 6 competencies: (1) strategic thinking, (2) school management, (3) academic leadership, (4) networking and participation, (5) student care and support, and (6) innovation creation and technology use. The competency components for teachers consisted of 6 competencies: (1) teacher professionalism, (2) alternative education curriculum design, (3) learning management design, (4) media and technology use, (5) care for specific target groups of children, and (6) community relationship building. The development methods for school administrators and teachers with the highest usefulness and feasibility were knowledge management and information technology use, self-assessment and development, and collaborative networking. The activities with the lowest usefulness and feasibility were mentoring systems, coaching, and study visits.

Educational Institution Administration towards Sustainable Development Goals of Banraihailum School under Chonburi Primary Educational Service Area Office 1

2024-06-25T15:59:58+07:00

The aims of this research were: 1) to study the administration of an educational institution towards sustainable development goals of Banraihailum School under Chonburi Primary Educational Service Area Office 1, and 2) to study the results for driving the sustainable development goals of Banraihailum School under Chonburi Primary Educational Service Area Office 1. The research used a mixed research model (Mixed Method) between quantitative research and qualitative research. It was a survey of the administrative conditions of an educational institution and driving forward the sustainable development goals of Banraihailum School among the population, namely 13 government teachers and educational personnel of Banraihailum School. The tool used to collect data was a questionnaire with a confidence value of 0.938. Statistics used to analyze the data included percentages, means, and standard deviations. In addition, qualitative research using in-depth interviews involving 20 people was used by purposive sampling, and the tools used were interviews and data were analyzed by content analysis.
Overall, the research results found that the administration of an educational institution towards the sustainable development goals of Banraihailum School was at the highest level. When considering each area in order of the highest average, it was found that they were academics, budget, personnel management, and general administration, respectively. The management results of this educational institution responded to all 17 Sustainable Development Goals (SDGs), with the most responsive goal being Goal 4 ensuring that everyone had a comprehensive and equitable quality education and supported lifelong learning opportunities. It was the most responsive target. The Goal 15 that included protecting, restoring and supporting the sustainable use of terrestrial ecosystems, sustainable forest management, fighting desertification, stopping land degradation, restoring it, and stopping biodiversity loss, was the least responsive goal. 2) Driving results found that teachers integrated sustainable development goals. Goal 4 in the teaching and learning plan: as a result of this goal students have learned and received quality development consistent with the sub-goals of the Sustainable Development Goal that is Goal 4.

The Development of An Academic Administration Framework to Promote School Engagement of Bangkok Christian College Students

2024-10-03T10:49:47+07:00

This research had three objectives: 1) to study the Priority Needs Index (PNI) for academic administration aimed at enhancing students' school engagement, 2) to develop academic administration guidelines to promote students' school engagement, and 3) to develop an administrative framework to enhance students' school engagement at Bangkok Christian College. The research employed an Explanatory Design method, with data gathered from six school administrators. The research findings were as follows: 1) The overall PNI for academic administration to enhance students' school engagement revealed that the evaluation phase had the highest PNI, followed by the planning phase and the implementation phase, respectively. 2) There are four guidelines for academic administration to enhance students' school engagement, which include 2.1) two cognitive engagement-enhancing guidelines, 2.2) one emotional engagement-enhancing guideline, and 2.3) one behavioral engagement-enhancing guideline. 3) The administrative framework to enhance students' engagement with the school includes six groups of tasks: 3.1) Eight tasks under the Secondary Academic Division, 3.2) Five tasks under the Secondary English Immersion Program (EIP) Division, 3.3) Four tasks under the Student Development Activities Division, 3.4) Four tasks under the Discipline Promotion Division, 3.5) Seven tasks under the Sports Activities Division, and 3.6) Six tasks under the Educational Innovation Division.

Factors Affecting the Academic Administration of Banchangpattana School Group under the Rayong Primary Educational Service Area Office 1

2024-05-03T08:22:20+07:00

The purpose of this research was: 1) To study factors affecting the academic administration of the Banchangpattana school group, 2) To study the academic administration of the Banchangpattana school group, 3) The relationship between factors affecting the academic administration, 4) To create the regression equation of the factors affecting the academic administration of the Banchangpattana school group. The total of the selected sample was 162 teachers in the Banchangpattana school group under the Rayong Primary Education Service area office 1. The instrument used for data collection was a five-rating scale questionnaire. The data was analyzed by a computer program; using Mean, Standard Deviation, Pearson’s product moment correlation coefficient, and Stepwise multiple regression analysis. The results were as follows: 1) Factors of transformational leadership, motivational and student, were found at a high level both in general and in each aspect. 2) Academic administration of the Banchangpattana school group was found at a high level both in general and in each aspect. 3) The factors of transformational leadership, motivational factors, and student factors were correlated with the academic administration at the .01 level of significance. 4) The multiple correlation of the selective factors of career advancement and intellectual stimulation. Both factors explained the variance of school academic administration at 50.70 percent. The predictive equation of the academic administration of the Banchangpattana school group in terms of raw scores and standardized scores are as follows:
The regression equations of the raw score

= 1.578 + 0.345(X₇) + 0.327(X₃)

The regression equation of points in the form of a standard score
= 0.423(Z₇) + 0.391(Z₃)

A Study of the Problems and Needs of Computer Center in School Case Study: Phitsanulok Province

2024-03-17T15:44:29+07:00

This research aims to study the condition of problems and needs assessment of computer centers in school Phitsanulok Province. Information sources include: teacher in Phitsanulok Province. There were 22 people, which were obtained through quota selection, which were qualified to be a mentor teachers of teaching professional training student computer department Which was assigned to take care of the computer center in school. Tools used in this research Questionnaire type, 5-level rating scale, and statistics used in the research include mean, percentage, standard deviation and content analysis. 1. The overall problem situation of computer centers in educational institutions is at a moderate level, when considering the size of the school, it was found that large and extra-large schools There is a low level of problem. and small and medium-sized schools the problem is at a moderate level.
2. The need for budget allocation for computer center services has the most valuable, followed by modern basic software programs, hardware equipment and peripherals, and organizing a systematic organizational structure, creating a manual for organizing training activities, respectively.

Guidelines on Home-Based Learning for Improving the Body-Mass Index and Achievement of International Primary School Students in Bangkok, Thailand

2024-04-26T08:53:51+07:00

Home-based learning (HBL) was widely implemented during the Covid pandemic, with limited research into its effects on students’ mental and physical wellbeing or academic performance. After two-years of HBL, 40% of the students from the study were classified as overweight based on their body-mass index (BMI). Academically, the number of ‘high achievers’ decreased by 30% on average, while ‘low achievers’ increased exponentially.
The purpose of this research was to identify during HBL, if there was a correlation between increased BMI and academic performance, and to propose guidelines to improve HBL platforms. The research questions were to determine the average BMI and grade-point average (GPA) of students both prior to HBL and when they returned onsite, then identify if there was a correlation, and propose guidelines to mitigate risks in future scenarios. It was hypothesized that there was a significant relationship between the BMI and academic achievement. The research used quantitative methodology to gather and analyze objective data, including students’ height, weight, and grades. Correlational analysis was determined using a Chi-Square Test to measure the strength of the relationship between BMI and GPA, with results used to validate the necessity of guidelines to improve HBL. The research concluded that during HBL, students’ BMI increased 2.51 points while GPA data identified a 30% reduction in high-achievers and an exponential increase of low-achievers. Yet, the Chi-Square Test showed no significant relationship between students’ BMI and GPA. The results justify the need to implement guidelines to reduce risks associated with HBL. Due to the success of HBL platforms, they are more likely to be adapted in future scenarios, therefore it is essential that we evaluate their impact to ensure better results for students’ physical, mental and academic well-being.