e-Journal of Education Studies, Burapha University

Introduction

Kongrat Nualpang — Wed, 31 Dec 2025 00:00:00 +0700

Table of Content

Kongrat Nualpang — Wed, 31 Dec 2025 00:00:00 +0700

The Model for Promoting Transformational Leadership in the 21st Century among Educational Administrators under the Office of Surat Thani Primary Educational Service Area 2

Natthasit Jitjamnong, Phetcharee Rupavijetra, Jaranya Thepphornbanchakit — Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to: 1) study the current and desirable states of transformational leadership in the 21^st century among school administrators under the Surat Thani Primary Educational Service Area Office 2; 2) develop a model for promoting 21st-century transformational leadership for these school administrators; and 3) evaluate the developed model. This mixed-methods research was conducted in three phases: (1) studying the current and desirable conditions from 334 administrators and teachers using questionnaires, and interviewing 9 administrators, with data analyzed using PNI modified statistics in conjunction with content analysis; (2) developing the model based on interviews with 17 experts, drafting the model, and verifying it through focus group discussions with 9 experts; and (3) evaluating the model with 30 administrators using a 5-level assessment form across four aspects: feasibility, utility, propriety, and social responsibility. The data were analyzed using mean and standard deviation.

The findings revealed that the current state of transformational leadership was at a moderate level ( = 3.06), while the desirable state was at a high level ( = 4.24). The areas with the highest needs for development were Individualized Consideration (PNI = 0.401), followed by Intellectual Stimulation (PNI = 0.395). The developed model comprised six components: principles, objectives, operational procedures, implementation conditions, success factors, and self-assessment. The model was based on the PDCA (Plan–Do–Check–Act) quality cycle and the concept of innovative leadership. The evaluation results indicated that the model achieved the highest level of overall suitability and feasibility ( = 4.25), with propriety rated highest ( = 4.29). These results demonstrate that the developed model can be effectively applied to enhance the transformational leadership of school administrators in the 21st century in an efficient and sustainable manner.

The Development of Science Learning Management through Professional Learning Community and Lesson Study Program for Elementary Teachers without Science Education Degree

Patcha Dokmai, Surayot Supprakob — Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to: 1) investigate the problems and needs of elementary teachers with non-science degrees; 2) develop a science learning management program using a Professional Learning Community (PLC) integrated with Lesson Study (LS); and 3) examine the effects of the developed program on science teaching competencies. The study employed a Research and Development (R&D) methodology under an interpretivist paradigm. The participants included 30 elementary teachers holding non-science degrees, with four teachers selected for an in-depth study. The research instruments consisted of questionnaires, interview protocols, and science teaching competency assessment forms. The study was conducted from May 2024 to April 2025. The findings revealed that: 1) teachers experienced difficulties in science learning management, particularly a lack of science teaching skills and confidence. They expressed a need for short-term hands-on workshops combined with continuous follow-up support; 2) The developed program comprised two phases: a two-day workshop and a competency development phase implemented through PLC integrated with LS. This consisted of one online cycle and two on-site cycles based on the Plan–Do–See process. The overall satisfaction with the developed program was rated at the highest level; and 3) teachers’ science teaching competencies improved in all aspects. Teachers shifted their instructional approach from lecture-based teaching to participatory learning activities and demonstrated increased confidence. This change resulted in students exhibiting more active learning behaviors and positive attitudes toward science learning.

A Causal Model of Transformational and Distributed Leadership Affecting Teachers’ Organizational Commitment and Sustainable School Development in Secondary Schools of Nakhon Pathom Province

Nuanphun Wongsa-ard — Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to investigate the causal factors of transformational leadership and distributed leadership influencing teachers' organizational commitment and sustainable school development in secondary schools in Nakhon Pathom Province. The sample consisted of 400 secondary school teachers in Nakhon Pathom, selected through stratified random sampling. The research instrument was a 5-point Likert scale questionnaire validated for content validity and reliability. Data were analyzed using descriptive statistics, correlation, and Structural Equation Modeling (SEM).

The results indicated that the structural equation model demonstrated a good fit with the empirical data (χ²/df = 2.00, CFI = 0.97, TLI = 0.95, RMSEA = 0.05, SRMR = 0.04). Hypothesis testing revealed that transformational leadership had a positive direct effect on distributed leadership (β = 1.12) and organizational commitment (β = 0.75). Distributed leadership had a positive direct effect on organizational commitment (β = 0.25). Furthermore, organizational commitment exerted a strong positive direct effect on sustainable school development (β = 0.96). Transformational leadership also had a significant indirect effect on sustainable school development through organizational commitment (Indirect Effect = 0.52). In conclusion, developing both leadership styles to enhance teacher commitment is a crucial mechanism for driving secondary school success. These findings provide guidelines for formulating policies to develop leadership competencies and elevate educational quality through participatory management, ultimately fostering organizational commitment, reducing staff turnover rates, and enhancing operational efficiency.

The Development of a Virtual Learning Environment Using Design Thinking Process to Enhance Innovative Media Production and Development Skills for Students Majoring in Digital Technology and Educational Communications

Chamaiporn lnkaew, Wichai Napapongs — Wed, 31 Dec 2025 00:00:00 +0700

This research aimed to (1) develop and assess the quality of a virtual learning environment incorporating design thinking processes to enhance innovative media production and development skills, and (2) compare the innovative media production and development skills of students majoring in Digital Technology and Educational Communications who engaged in learning through the developed virtual learning environment. The participants comprised 30 second-year undergraduate students majoring in Digital Technology and Educational Communications, Faculty of Education, Prince of Songkla University, who were enrolled in Course 263-206: Instructional System Design and Media Development for Educational Communication. The research instruments included (1) the developed virtual learning environment entitled "VLEARN," and (2) an analytical rubric for assessing innovative media production and development skills. Data were analyzed using percentage, mean, and standard deviation. Hypothesis testing was conducted using One-Way Repeated Measures Analysis of Variance (ANOVA) and Bonferroni post hoc comparison. The findings revealed that (1) the developed virtual learning environment "VLEARN" comprised two principal components: the first component encompassed five essential elements of the virtual learning environment, namely Communication, Collaboration, Resource Sharing, Reflection, and Learner Support; while the second component integrated five sequential stages of the design thinking process, specifically Empathize, Define, Ideate, Prototype, and Test and Present. Expert evaluation indicated that the quality of the developed environment was at the highest level ( = 4.52, S.D. = 0.50). (2) Statistical analysis demonstrated that students' innovative media production and development skills measured across three time points differed significantly at the .01 level (F = 306.11, p < .01, η²p = .913 , with performance at the third measurement surpassing that of the second and first measurements, respectively. These results substantiate that the virtual learning environment integrated with design thinking processes is highly effective in significantly enhancing students' innovative media production and development skills.

The Effects of Integrated Learning Through STEAM Education on the Analytical and Creative Thinking Abilities of Prathomsuksa 5 Students

Wed, 31 Dec 2025 00:00:00 +0700

The objectives of this research were to: 1) compare the analytical thinking of Prathomsuksa 5 students before and after receiving integrated learning based on STEAM Education; 2) compare the students' analytical thinking against a 70% criterion; and 3) study the students' creative thinking after receiving the integrated learning. The sample consisted of twenty-five Prathomsuksa 5 students from a school in Chanthaburi Province, enrolled in the first semester of the 2025 academic year, selected via cluster random sampling. The research instruments included: 1) six lesson plans on the unit "Changes of Substances in Daily Life," rated at the highest level of appropriateness; 2) a 20-item multiple-choice analytical thinking test with a reliability of 0.89; and 3) a 12-item creative thinking test with a reliability of 0.85. Data were analyzed using mean (), standard deviation (S.D.), and t-test. The research findings revealed that: 1) students' analytical thinking after receiving the integrated learning was significantly higher than before learning at the .05 level; 2) students' analytical thinking was significantly higher than the 70% criterion at the .05 level; and 3) students' creative thinking was at a good level ( = 35.96, S.D. = 3.00)

Exploring Thai English Majors’ Willingness to Communicate in English: Perspectives from High and Low GPA Students

Payung Cedar — Wed, 31 Dec 2025 00:00:00 +0700

This study examined Thai university English majors’ willingness to communicate (WTC) in English by comparing students with high and low GPAs across classroom and social contexts. Data were collected from 36 fourth-year students, using a validated questionnaire and open-ended written responses. The questionnaire data were analyzed using descriptive statistics and independent-samples t-tests. The written responses were analyzed qualitatively by organizing similar ideas into themes and reporting the patterns using participants’ own wording where relevant. Results showed that high-GPA students reported significantly higher classroom WTC in four situations: pair or group work, speaking with classmates outside class for practice, expressing opinions in front of the class, and giving presentations. In both groups, WTC was highest when communicating with classmates during classroom activities and lowest when interacting in groups not composed of friends. No significant differences were found between the two GPA groups in willingness to communicate with native versus non-native English speakers. The qualitative findings showed that high-GPA students described stronger confidence, more active communication behaviors, and greater intercultural awareness. Low-GPA students more often described anxiety and reduced participation, especially in unfamiliar or public situations. Overall, GPA was linked to higher WTC in interactive learning contexts, while the interlocutor’s nativeness appeared to play a limited role.

Civic Education in Thai Social Studies Teacher Education Curriculum of Rajabhat University Group

Surakrai Nantaburom , Thiendanai Sermboonpaisarn — Wed, 31 Dec 2025 00:00:00 +0700

This study examined how civic education was integrated into the social studies teacher education curricula of Rajabhat Universities in Thailand. Using qualitative thematic and lexical frequency analysis, the research analyzed course titles to assess the integration and emphasis of civic-related content. The methodology involved a purposive selection of 17 Rajabhat Universities based on their established social studies teacher education programs. The findings revealed that these institutions offer an average of 5.41 civic-related courses per university, with a predominant focus on moral education, national identity, and civic responsibility, which aligned closely with the Basic Education Core Curriculum B.E. 2551. Furthermore, lexical analysis confirmed a dominant emphasis on the term "Thai," whereas democratic and participatory language remained significantly underrepresented. The thematic analysis identified five key trends, ranging from a strong emphasis on national identity to an emerging but inconsistent attention to global citizenship. These results suggest that while Rajabhat curricula effectively uphold civic and moral values, there is a critical need to broaden the scope to encompass democratic literacy and active civic engagement to meet contemporary education goals.

Integrating Out-of-Class Materials into Critical Reading Instruction: Insights from Thai Upper-Secondary Classrooms

Chudakarn Pakarasang, Ruedeerath Chusanachoti — Wed, 31 Dec 2025 00:00:00 +0700

The objective of this study is to propose evidence-based guidelines for incorporating out-of-class English material in critical reading lessons for Thai EFL upper-secondary students. The study employed a qualitative case-study design, conducting classroom observations and in-depth interviews with four purposively selected expert EFL teachers from Bangkok, Thailand, to examine their approaches to teaching critical reading using out-of-class materials. The study's findings established six evidence-based design guidelines across text selection, teaching practices, and application. The guidelines include diversifying genres of authentic materials (G1), activating schemas and students’ experiences (G2), utilizing inquiry-based questions (G3), presenting analyses from multiple perspectives (G4), and evaluating reliability (G5). The discussion elaborates on reflection and transfer (G6) as a component of the proposed design guidelines and further considers the potential pedagogical implications of using out-of-class materials in critical reading instruction.