Wishing Journal Review

Vol. 04 No.02 (September-December 2024)

Wishing Journal Review — 2025-01-08

List of contents

Wishing Journal Review — 2025-01-08

Technique and Teaching Digital Method in Teaching Social Studies

Kitinan Panya — 2025-01-08

Abstract

Technique and teaching digital method in teaching social studies mean learning knowledge to change behavior as happened because of result from practices as motivate from media. There were not from by natural then call reaction from learning. The process cause of behavior exchanging from before because of practices and experience only. So that, learning should be showing the has been some process to adjust themselves accordance with environment and situation regraded to be media for achievement goal for each person and then emphasize for learning objectives.

Development of Active Learning

Napatsawan Bunyatsathian — 2025-01-08

Abstract

This article discusses developing hands-on learning management (Active Learning) It is a teaching and learning activity that focuses on developing the learning process. encourage learners to play a role in the pursuit of knowledge applied skills. Learn interactively and apply knowledge to problem solving or future careers. Able to analyze, synthesize, evaluate or create things. Possessing systematic thinking skills and full self-development. Including having guidelines for proactive learning management. In terms of the ability to manage active learning The objective is to develop teachers' ability to organize active learning. can be used to develop their own teaching and learning in a sustainable way In line with the education management policy to increase the country's competitiveness. and development and strengthening of human resource potential. including teacher development who have teaching expertise to create a new generation of teachers in a systematic way and directly measure the results of learner development in order to develop, promote, help, and advise teachers in organizing active learning (Active Learning) so that learners have learning skills in the 21st century, becoming good, talented, and quality people according to the goals of Develop the country according to the 2๐-year national strategy

Live happily Buddhist economics

Phrakhrupalad Kanes Thongpha — 2025-01-08

Abstract

Principles of economics according to Buddhism It is a way of life based on Buddhist principles. Emphasis on living life in moderation, living well and happily, which aims at allowing people to limit their own wants or needs. Instead of stimulating lust or desire to create more consumption (consumerism) because Buddhism views that human needs are limitless but at the same time resources are limited. If it is used more than necessary Those resources will eventually run out. Conducting oneself according to economic principles based on Buddhist principles must therefore turn to correcting oneself first. limit desires Let's get to know each other well. Do not consume more than appropriate. or become a slave to objects.

The Participatory Administration Development Guideline to Achieve the Effectiveness for the Administration Within the Educational Institution in Administering Secondary Schools Under the Auspices of the Secondary Education Service Area Office Bangkok 1

Kamonporn kantha — 2025-01-08

Abstract

According to the National Education Act 1999, The administration and management of education has been reformed by decentralizing power directly to educational areas and educational institutions in the educational areas including providing opportunities for all parties involved in education to organiu and administer to achieve development goals From policy the researcher a teacher at a secondary school under the Auspices of the Secondary Educational Service Area Office Bangkok 1 is interested in The Participatory Administration Development Guideline to Achieve the Effectiveness for the Administration within the educational institution in Administering Secondary Schools under the Auspices of the Secondary Educational Service Area Office Bangkok than impact on the secondary school which implemented participatory management. was conducted by the author with the following purposes: 1) to examine the participatory administration of secondary schools under the auspices of the Secondary Educational Service Area Office Bangkok 1, Group 6, and 2) to propose recommendations related to the participatory administration development guideline to achieve the effectiveness in administering secondary schools under the auspices of the Secondary Educational Service Area Office Bangkok 1, Group 6.

This was the quantitative research in which the population and sample included educational institution administrators, teachers, and members of the Basic Education Committee of Secondary Schools. The sample consisted of 284 people. The author used Krejcie & Morgan's Table in sample size determination and the simple random sampling in identifying the proportion of each school. The research tool was 5-level rating scale questionnaire that had the overall reliability of 0.90. The statistics for data analysis were frequency, percentage, mean, and standard deviation.

According to research results, 1) the overall picture of implementation of participatory administration of secondary schools in 6 aspects was found at a high level ( = 3.70). Each aspect was examined indicating a high level of participatory administration of educational institution administrators ( =4.27). The aspect with the highest mean score was decentralization of administration, followed by those found at a high level: trust, participation in decision making, independence to take responsibility, and co-determination of objectives ( = 3.70), ( = 3.66), ( = 3.57) and ( = 3.54) respectively. Moreover, the aspect found at a moderate level with the lowest means score was the commitment to each other ( = 3.47), Respecting the development of participatory administration to achieve secondary school administration effectiveness, educational institution administrators and teachers had to collaboratively create a guideline in enhancing the commitment with those involved in the administration. This was for constant and regular development of educational institutions in conformance with the determined goals. The research results revealed 5 aspects of participatory administration of secondary schools found at a high level. 2) The suggestions for the development of participatory administration to achieve secondary school administration effectiveness were as follows: (1) the decentralization of administration - the personnel in the organization

should have the participation opportunity in every matter; (2) trust in educational institutions - all parties collaboratively devised educational institution development policy according to the objectives in an efficient manner; and (3) co-determination of objectives should be based on the same direction of goals, welcome the other’s opinions, and take into account the commitment to each other to improve the quality of administration of schools under the auspices of the Secondary Educational Service Area Office Bangkok 1, Group 6. With regard to benefits of this research, its results could be the information used by educational institution administrators as a guideline for effective participatory administration and for educational institution administration towards the development and strengthening of the quality of education.

Guidelines For Enhancing the Quality of Students with the Relationship Between Participatory Management with the Operation of The Student Support System in The Group of Interdisciplinary Schools in Wang Si Tha Under the Office of Saraburi Primary Educat

jidapa Dutwut — 2025-01-08

Abstract

School administrators should adhere to appropriate management principles, fostering genuine trust and respect among subordinates, instilling dedication to duties, ensuring projects and activities are carried out systematically according to objectives, and achieving results as intended. Participatory management is one approach to effectively manage educational institutions, especially in adapting to changes and ensuring school success and efficiency in enhancing student quality through student support systems. Researchers are interested in studying the improvement of student quality through the relationship between participatory management and student support systems in the Wangsita Education Consortium schools under the jurisdiction of the Sa Buri District Education Office, District 2. The objectives are to study participatory management, analyze the relationship between participatory management and student support systems, and propose strategies to improve student quality through the relationship between participatory management and student support systems in the Wangsita Education Consortium schools under the jurisdiction of the Sa Buri District Education Office, District 2.

This research is a mixed-methods study involving both quantitative and qualitative approaches. The sample consists of 108 individuals, including school administrators and student support system teachers from schools in the Wangsita Education Consortium under the jurisdiction of the Sa Buri District Education Office, District 2. The sample size was determined using Krejce and Morgan's table (1970), followed by simple random sampling to determine the proportions for each school. Research tools included questionnaires and proportional estimation scale surveys with 5 levels. Data from the questionnaires were analyzed using computer-based social science software, employing statistical measures such as frequency, percentage, mean, standard deviation, and Pearson correlation coefficient. Interviews were conducted with five school administrators who had undergone external quality assurance in education and had at least 15 years of experience in educational management. The interviews focused on the components of participatory management and student support system operations. Content analysis was performed to identify strategies for enhancing student quality through the relationship between participatory management and student support systems in the Wangsita Education Consortium schools under the jurisdiction of the Sa Buri District Education Office, District 2

The research findings are as follows:1) Participatory management in schools within the Wangsita Education Consortium under the Sa Buri District Education Office, District 2, was generally observed to be at a high level (X= 3.59). Upon closer examination, the aspect with the highest average score was goal setting and objective establishment (X= 3.71), followed by commitment (X= 3.68), while autonomy in job performance (X = 3.47) had the lowest average score.2) The operation of student support systems in schools within the Wangsita Education Consortium under the Sa Buri District Education Office, District 2, was found to be at a moderate level overall (X= 3.48). Upon detailed analysis, the aspect with the highest average score was understanding students as individuals (X= 3.71), followed by student promotion activities ( X= 3.48), while student referral services ( X= 3.28) had the lowest average score.3) The correlation between participatory management and student support systems in schools within the Wangsita Education Consortium under the Sa Buri District Education Office, District 2, was found to be positively correlated, with a correlation coefficient of (= 0.87), which aligns with the hypothesis. 4) Strategies to enhance student quality through the relationship between participatory management and student support systems in schools within the Wangsita Education Consortium under the Sa Buri District Education Office, District 2, Foster trust in teachers' knowledge and abilities, ensuring confidence in teachers implementing student support system operations. Support and provide opportunities for faculty members to participate in decision-making and planning processes for student support. This fosters a sense of commitment, cohesion, and mutual agreement among faculty members in achieving school goals. Teachers in the student support system should propose clear goals and objectives, ensuring clarity in supporting students. This fosters motivation in their work. Autonomy in job performance refers to granting teachers in the student support system the freedom to take responsibility for their work.

Guidelines for Developing Moral Ethics Based on the Buddhist Principle of Suppurisadhamma 7 for School Administratiors Under Nakhon Nayok Primary Educational Service Area Office

Chattraphat Namjundee — 2025-01-08

Abstract

The Teachers Council of Thailand has set the professional standards for school administrators to behave with morality and ethics because school administrators will be good role models for personnel in the school. However, from the study results of educational administration scholars, it was found that school administrators have administrative behaviors that lack morality and ethics, which affects personnel administration, including both direct and indirect impacts on the quality of education in the school. From the study of current research results, it was found that school administrators can develop morality and ethics with the principles of the 7 Sappurisadhamma. Therefore, the researcher is interested in studying the development of morality and ethics according to the principles of the 7 Sappurisadhamma to increase efficiency in personnel administration of school administrators under the Office of the Nakhon Nayok Primary Educational Service Area. The objectives are to 1) study the level of morality and ethics according to the principles of the 7 Sappurisadhamma of school administrators under the Office of the Nakhon Nayok Primary Educational Service Area and 2) present guidelines for developing morality and ethics using the principles of the 7 Sappurisadhamma to increase efficiency in personnel administration of school administrators under the Office of the Nakhon Nayok Primary Educational Service Area. The sample used in this research was 5 school administrators, by random sampling of administrators and teachers of schools under the Office of the Nakhon Nayok Primary Educational Service Area. The sample size was determined according to the table of Krejcie and Morgan, resulting in a sample size of 169 people. The research instruments were a 5-level rating scale questionnaire. The statistics used in the research were mean, standard deviation, and content analysis from interviews with executives.

The research results found that 1) The level of morality and ethics according to the principles of the 7 Sappurisadhamma of school administrators under the Office of the Primary Education Area of Nakhon Nayok was at a high level overall ( X = 4.34). When considering each aspect, it was found that the aspect with the highest average value was the aspect of being aware of the community (X = 4.39), followed by the aspect of knowing the appropriate time (X = 4.37), and the aspect with the lowest average value was the aspect of being aware of the cause ( X= 4.27). 2) The guidelines for developing morality and ethics with the principles of the 7 Sappurisadhamma to increase the efficiency of personnel administration of school administrators under the Office of the Primary Education Area of Nakhon Nayok found that in personnel administration of school administrators using the principles of the 7 Sappurisadhamma, administrators must 2.1) study and understand the principles of truth with reason and logic, analyze the causes of the situation, and be responsible for performing their duties. 2.2) have the purpose of the principles of practice, understand the objectives and goals set, and know the benefits of what should be done. Able to explain the process leading to the set goals 2.3) Understand and accept one's own abilities, accept the reality of what one is not capable of and accept one's own mistakes, be prudent, be able to control one's emotions in various situations, behave appropriately for one's position, be consistent, behave in a way that is acceptable and trusted by subordinates 2.4) Know how to plan work, control the use of resources to be beneficial and worthwhile, assign tasks appropriately according to the knowledge and abilities of the personnel, listen to others' opinions and behave appropriately 2.5) Be punctual in work, prioritize work and perform work according to the specified time appropriately, do not criticize subordinates in front of others, and always develop work to be advanced and up-to-date 2.6) Understand the culture, traditions and customs of the society in which the school is located, and promote and support the conservation of local culture and traditions, and find opportunities to join social activities appropriate to the role and duty 2.7) Assign tasks to individuals according to their knowledge and abilities appropriately, give everyone an opportunity to fully demonstrate their abilities and aptitudes, encourage teachers both personally and professionally, support and encourage subordinates to develop themselves in their profession, and praise, compliment or punish subordinates according to government regulations.

Guidelines for Facility Management for Exponential Development Health and Safety of Early Childhood Development Centers Under the Local Administrative Organizations of Nan Province

Narinthip Somjitr — 2025-01-08

Abstract

Early childhood development center is vital to the development and growth of young children and it is a facility that provides care for preschool children. However, the development of children and families in the 21st century with the value to promote accelerating learning is misled among parents who believe that those with a lot of knowledge are regarded competent people. Over emphasis on academic teaching at the early childhood stage can pose an increase of stress and pressure on children and moreover hindered their brain development by appropriate ages. Focusing only on academics give children less opportunities to play and learn various skills that should be practiced during early childhood, including such as muscle training, cultivating manners and consciousness or even the practice of socializing with friends of the same age which will allow children to attain quality and standard development appropriate to their ages. In addition, these will increase their opportunities to be well prepared and achieve comprehensive development in all 5 areas including physical, emotional, mental, social, and intellectual appropriately. Practically, early childhood development center helps ease the burden of patents with no time to raise their children during the daytime. The Center with the lack of quality in operation was found to have problems in terms of knowledge, understanding, and ability to develop its quality, academic management, and active work in child preparation. The researcher is therefore interested to seek guidelines for facility management of early childhood development centers under the local administrative organizations of Nan Province so that they are developed to keep up with changes. The objectives of this research were to investigate the level of facility management and propose guidelines to manage facilities for exponential growth in health and safety of early childhood development centers under the local administrative organizations of Nan Province. The population in this research included a sample group of totally 265 persons comprising 31 administrators and 69 heads of early childhood development centers, and 165 child care teachers working in 221 early childhood development centers under the local administrative organizations of Nan Province. The sample size was determined following Krejcie & Morgan (1970, p 608) and using a simple random sampling method to recruit a sample group of 265 persons. Research instruments consisted of questionnaire and strategy evaluation form. The analysis of quantitative data used descriptive statistics i.e. percentage, mean (X), and standard deviation (S.D.), and Modified Priority Needs Index (PN_Imodified); and the analysis of qualitative data used content analysis.

Research result suggested that the facility management for exponential growth in health and safety of early childhood development centers under the local administrative organizations of Nan Province was in overall at a high level (X=3.75) for the current state, and at a high level (X =3.95) for the desirable state. Regarding the priority needs of facilities for exponential growth in health and safety of child development centers under the local administrative organizations of Nan Province, the choice of learning center for a site visit on new system design was reported highest (PNI modified=.062), suggesting weakness and it was used to determine guidelines for facility management for exponential growth in health and safety of child development centers under the local administrative organizations of Nan Province. They included 3 main strategies and 6 sub-strategies. Strategy 1: Developing a new system design and environmental management for safety and disease-free of early childhood development center. Sub-strategy 1.1: Developing an exponential management of new system design to promote the management of environment for safety and disease-free; Sub-Strategy 1.2: Developing an exponential plan for early childhood oral and dental care. Strategy 2: Developing an exponential management system for early childhood nutritional promotion. Sub-Strategy 2.1: Developing an establishment of understanding and cooperation among personnel in exponentially planning for nutritional promotion; Sub-Strategy 2.2: Developing action goals to achieve the plan to promote early childhood development and nutrition. Strategy 3: Developing the construction of experiences about early childhood development among personnel of early childhood development facilities. Sub-Strategy 3.1: Developing the transcription of lesson-learned to formulate an exponential plan to foster the improvement of early childhood development facilities; Sub-Strategy 3.2: Developing re-assessment and re-comparison of exponential planning to foster the improvement of early childhood development facilities.

The Relationship between Curriculum Administration Competencies and Teacher Learning Management with the Effectiveness of the Administration of Educational Institutions under the Secondary Educational Service Area Office Bangkok 1 Group 6

Sirikhuan Phukchit — 2025-01-08

Abstract

Teachers' competency in curriculum administration and learning management is the heart of teaching and learning in educational institutions. According to the Basic Education Core Curriculum and the National Education Act but from reporting the results of the Ordinary National Educational Test (O-NET) at Mathayom 6 level, it was found that schools under the Office of Secondary Educational Service Area Bangkok, Area 1, Group 6, when comparing the average scores of 5 learning subject groups, academic year 2020, had an average score lower than the standard criteria. Therefore, as the researcher is such educational personnel. that is responsible for teaching and learning which is the most important part that affects the effectiveness of the educational institution Therefore, he is interested in studying the topic. The relationship between curriculum administration competencies and teacher learning management with the effectiveness of educational institutions under the Secondary Educational Service Area Office Bangkok 1 Group 6, with the objectives to 1) study the level of competency in curriculum administration and learning management of teachers, 2) study the effectiveness level of educational institutions, and 3) to study the relationship between administrative competency Curriculum and teacher learning management and administrative effectiveness of educational institutions. This research is quantitative research. The sample used in the research is educational institution administrators and teachers of schools under the Bangkok Secondary Educational Service Area Office, Area 1, Group 6, Academic Year 2021, totaling 256 people, 13 educational institution administrators and 243 teachers obtained from the calculation. Yamane's formula for finding the proportion of teachers in each school. The research instrument was a 5-level rating scale questionnaire with a confidence value of 0.95. Statistics used in data analysis included percentages, means, and standard deviations. and Pearson’s product moment correlation coefficient

The results of the research found that 1) teachers' curriculum administration and learning management competencies Under the jurisdiction of the Secondary Educational Service Area Office Bangkok 1 Group 6, the overall level was at a high level in every aspect (x̅ = 4.30). When considering each aspect, it was found that Teachers' competency in curriculum administration and learning management Under the jurisdiction of Secondary Educational Service Area Office Bangkok 1 Group 6, it is at a high level. sorted by arithmetic mean From highest to lowest, the measurement and evaluation of learning outcomes (x̅ = 4.34) the use and development of innovations. Technology for learning management (x̅ = 4.32) in terms of knowledge, ability to design learning (x̅ = 4.29) and in creating and developing curriculum (x̅ = 4.28), respectively. 2) Effectiveness of the administration of educational institutions. Under the jurisdiction of the Secondary Educational Service Area Office Bangkok 1 Group 6, the overall level is at a high level in all aspects (x̅ = 4.32). When considering each aspect, it was found that Effectiveness of the administration of educational institutions Under the jurisdiction of the Secondary Educational Service Area Office Bangkok 1 Group 6, it is at a high level. sorted by arithmetic mean From highest to lowest, personnel have standards (x̅ = 4.36), promoting discipline among students (x̅ = 4.34), atmosphere supporting student learning (x̅ = 4.33), improving student academic achievement (x̅ = 4.32). Monitoring and supervising the teaching and learning process (x̅ = 4.29) and arranging the working environment and welfare (x̅ = 4.28), respectively, and 3) the relationship between teachers' curriculum and learning management competencies and the effectiveness of educational institution administration. Under the Secondary Educational Service Area Office Bangkok 1 Group 6, there is a high positive relationship (r_xy= 0.83) with statistical significance at 0.05. The results of this research found that teachers' curriculum administration and learning management competencies Under the jurisdiction of the Bangkok Secondary Educational Service Area Office, Area 1, Group 6, in the area of curriculum creation and development, activities should be organized to promote skills in curriculum creation and development. and encourage educational institutions to work together with communities, temples, agencies, and educational institutions in both the public and private sectors. Respond to social and economic changes Effectiveness of the administration of educational institutions educational institution administrators in schools under the Bangkok Secondary Educational Service Area Office, Area 1, Group 6 should promote the provision of working environments and welfare. A desirable working atmosphere is created to create morale and encouragement for working together. Make personnel satisfied with their work and the results of the analysis of the relationship between teachers' curriculum administration and learning management competencies and the administrative effectiveness of educational institutions. Educational institution administrators should promote and support, organize training, as well as provide lecturers with expertise in student-centered learning management for teachers and educational personnel. To develop the ability to design learning that is student-centered. Organize activities that allow students to learn the thinking process and problem-solving process and be able to apply knowledge in daily life. which from the results of this research educational institutions under the Bangkok Secondary Educational Service Area Office, Area 1, Group 6, may need to consider factors affecting competency in curriculum administration and learning management. and factors affecting the effectiveness of the administration of educational institutions in other areas in order to develop teachers' competencies. and guidelines for managing educational institutions to be more effective.

GUIDELINES FOR ACADEMIC SERVICE TO ENHANCE CRITICAL THINKING SKILLS OF LEARNERS IN SUPHANBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Supakorn Sritiengtrong — 2025-01-08

With the rapid change of the world today, developing the abilities on how to think and systematic thinking is essential for students to keep up with such global and social changes. Traditional way of learning alone will hence be unable to develop students to keep pace with changes. Other than the subjects learned, it is important to consider other issues that students should know and learn to be more prepared and comprehensive to support their quality living. In this respect, critical thinking skills are imperative to the 21st century’s students as the skills provide a new set of truth leading to the alteration of students’ thinking process.

The study to seek ways to enhance students' critical thinking skills will guide the implementation of educational management that is beneficial to schools. The objectives of this research were: 1) to investigate the current state, the desirable state, and the priority needs; and 2) To propose approaches to academic management for enhancing critical thinking skills of students under Suphanburi Primary Educational Service Area Office 3. This quantitative research included a sample of school administrators and teachers totally 286 persons. The total respondents were 262 persons, accounting for 83.75 %. The instrument consisted of questionnaire as a 5-point rating scale with IOC between .67 - 1.00 and reliability of .98, and the analysis of Priority Needs Index Modified. The proposed approaches were evaluated by 15 experts, using a propriety and feasibility evaluation form as a 5 point rating scale. Research statistics included percentage, mean, standard deviation, and Priority Needs Index Modified.

Research results found that the overall current state was at a moderate level (3.39), and the overall desirable state was at the highest level (4.53). The priority needs index of academic management reported PNI_modified = 0.336 in overall. The priority needs by individual aspects ranked from the highest to the lowest levels were as follows: development and use of educational technology and media (PNI_modified = 0.344) 2), learning process development (PNI_modified = 0.334), and measurement, evaluation, and credits transfer (PNI_modified = 0.333), and as weaknesses. The results was brought to determine a set of approaches to academic management for enhancing critical thinking skills of students under Suphanburi Primary Educational Service Area Office 3 as follows. 1) Developing and promoting effective management of media and technology for critical thinking. 1.1) Developing information management to increase interpretation with scientific method. 1.2) Developing a data analysis process for learning management. 2) Developing the quality of learning management process based on the critical thinking concept. 2.1) Developing the learning management to strengthen the knowledge acquisition with scientific method. 2.2) Developing the learning management quality to enhance life skills with self-assessment. 3) Developing a system for critical thinking measurement, evaluation, and credits transfer. 3.1) Developing a system for measurement, evaluation, and credits transfer based on inferences. 3.2) Developing technologies for measurement, evaluation, and credits transfer based on standards.

The Guideline for Development in Personnel Administration of Secondary School Administrators Using The Brahmavihara 4 to Build The Morale of Teachers in Schools of The Secondary Eduactional Service Area Office Bangkok 1 Group 6

Somphop Simainam — 2025-01-08

Abstract

From studying the problems in the context of educational institution administration in the secondary educational service area office Bangkok 1 group 6,, it was found that teachers lack morale in performing their duties. The occurring stress results in moving and resignation from government service in large numbers. According to the statistics of the transfer of teachers and educational personnel under the supervision of the Secondary Educational Service Area Office Bangkok 1, for the year 2021, there are 126 transfer vacancies. From the above problems, as the researcher expects that it will affect the quality and efficiency of educational management, the researcher is interested in studying The Guideline for development in personnel administration of secondary school administrators using the Brahmavihara 4 to build the morale of teachers in school of the secondary educational service area office Bangkok 1 group 6

The objectives of this research are to 1) study the level of development in personnel administration of secondary school administrators in order to build the morale of teachers in schools under the secondary educational service area office Bangkok 1 group 6, with the Brahma vihara 4 and 2) to propose the approaches for developing personnel management of educational institution administrators with the Brahmavihara 4 in order to build the morale of teachers in schools under the supervision of the secondary educational service area office Bangkok 1 group 6. The research population includes educational institution administrators and teachers in schools under the secondary educational service area office Bangkok 1 group 6 totaling 256 people. The sample was determined using ready-made tables by Krejcie & Morgan and then simple random sampling was used to find the proportion of each school. There were 13 educational institution administrators and 243 teachers. The instrument used in this research was a 5-level Rating Scales. Statistics used in data analysis included mean ( ), standard deviation (S.D.) and content analysis from in-depth interviews with executives and Focus Group.

The research results revealed that 1) the level of personnel management of school administrators in order to build the morale of teachers in schools under the secondary educational service area office Bangkok 1 group 6, with the principles of Brahma Vihara 4 was entirely at a high level. ( = 3.57). If considering each aspect, it was found that the aspect with a low average level was in terms of evaluating personnel performance. 2) The approaches for developing personnel management of educational institution administrators using the four Brahma Vihara principles to build the morale of teachers in schools under the supervision of the secondary educational service area office Bangkok 1 group 6, results from in-depth interviews with administrators and group discussion found that 1) in personnel planning, educational institution administrators should plan personnel management work with an impartial mind, consistent with the context and needs of the educational institution by arranging people to match the work, creating a positive working atmosphere to be able to practice happily effective and gain maximum benefit. 2) In personnel recruitment, educational institution administrators should recruit personnel with fairness. The power rate is set in selecting and recruiting personnel suitable for the job with kindness and understanding. The opportunities are provided for all parties to participate in the selection of personnel who are suitable for performing various duties. 3) In personnel development, educational institution administrators should organize training activities and seminars to develop the potential of personnel in every dimension, every aspect, and strengthen love and unity in educational institutions. This can create morale for all personnel with love and equality without discrimination. 4) In personnel performance evaluation, educational institution administrators should evaluate and follow up on the performance of personnel regularly and fairly by considering the work results and encouraging all parties to participate in performance evaluations and should join in celebrating the success of all personnel.