Educational Management and Innovation Journal

Educational Innovation Management at Liaoning University

2022-11-20T08:35:49+07:00

This research aimed to (1) assess the level of educational innovation management among educational administrators at Liaoning University, China, during the COVID-19 pandemic, and (2) compare this management by gender and educational background. Methodology: The study employed a quantitative research design. The target population consisted of 150 educational administrators. Using Krejcie and Morgan’s sample size determination table, a sample of 108 participants was selected through simple random sampling. Data were collected using a questionnaire with a five-point Likert scale questionnaire validated by experts. Statistical analyses included percentage, mean, standard deviation, and t-test.

The study revealed that (1) The highest average mean score in educational innovation management was in the area of the education system, followed by education implementation and education content. The lowest average mean score was related to the impact of the epidemic on people’s lives. (2) Gender-based comparisons showed no statistically significant differences across the six aspects of educational innovation management, indicating similar levels of identification with these aspects among males and females. (3) Comparisons based on educational background also revealed no significant differences. However, postgraduate respondents rated the six aspects more positively than undergraduates, reflecting a generally higher level of optimism among those with advanced degrees.

The Effects of Confucius Management Culture on Work Engagement and Career Growth: A Case of Public Universities of Shandong Province, China

2024-07-18T07:41:16+07:00

The purposes of this study were to identify Confucius management culture (CMC) that impacts work engagement (WE) and career growth (CG) and to explore the relationship between work engagement and career growth. A sample of 402 Chinese staff of public universities in Shandong province in China was selected random sampling and purposive sampling. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to validate the model and test the hypotheses. The factor loading of all items was up to the criteria (> 0.6). The empirical findings of this study were: (1) CMC has significant direct effects on WE and CG; (2) Work engagement was positively related to career growth; and (3) CMC also had an indirect effect on WE and CG separately through psychological contract fulfillment (PCF). The examination of these relationships makes a significant contribution to the existing research on Confucius management culture. The study provides a theoretical basis and practical direction for the future dissemination of Confucius management culture in universities. The contributions of this study will be useful for managers to enhance staff work engagement and promote staff career growth in public universities in Shandong province, from the management culture perspective.

Strategies Acquire Educational Resources for Reduce Educational Inequality of Kamphaeng Phet Province

2024-07-19T07:35:20+07:00

This study aimed to develop strategies for acquiring educational resources to reduce educational inequality in Kamphaeng Phet Province. The research was conducted in four stages: (1) analysis of current conditions and problems through a survey of 1,475 participants,
(2) identification of best practices from five educational institutions, (3) development of strategies through three steps—focus group discussions with 12 informants, a workshop with 15 experts, and validation by 15 connoisseurs, and (4) implementation and evaluation of strategies using five educational institutions, with feedback obtained from 40 stakeholders in a public hearing. Data were analyzed using descriptive statistics, including mean, standard deviation, frequency, and percentage.

The results revealed four strategic directions for acquiring educational resources:
(1) developing an efficient system for managing administrative resources, including digital resource management, mobilization for family career development, and participatory management to strengthen family culture; (2) promoting the acquisition of resources to improve modern and effective teaching and learning processes, particularly through digital technology; (3) mobilizing comprehensive educational support resources that are effective and socially responsible; and
(4) encouraging multi-sectoral participation to achieve sustainable educational equity. These strategies provide a framework for reducing spatial, socio-economic, and cultural disparities in education within the province.

A Model for Developing English Communicative Competence of Teachers in Schools under the Office of the Basic Education Commission

2024-10-15T08:16:35+07:00

The purpose of this research were (1) to study the conditions, problems, components, and guidelines for developing English communicative competence of teachers in schools under the Office of the Basic Education Commission, (2) to create a model and a manual for using the model to develop English communicative competence of teachers in schools under the Office of the Basic Education Commission, and (3) to evaluate the model and its manual. The data were collected by using a questionnaire with 700 teachers in the schools under the Office of the Basic Education Commission, a workshop with 17 experts, and an expert reference seminar in a public hearing with 25 people, including a director of secondary and primary education, school administrators, teachers, and supervisors. The data were analyzed by averaging the standard deviation and content analysis. The results show that components of the model for developing English communicative competence of teachers in schools under the Office of the Basic Education Commission consisted of seven elements: 1) principles, 2) objectives, 3) inputs, consisting of policies and needs, man, money, methods, materials or media, and morale, 4) process defined as self-concept or self-image, self-analyzation, self-design, self-development, self-implementation, self-evaluation, and self-revising, 5) outputs, were competency in using English in four competencies: listening, speaking, reading, and writing, 6) outcomes consisting of the leaders in English communication, use of test results to increase salary, transfer of knowledge, reduction in the time required to apply for academic status, and 7) Conditions for success were awareness of their importance, commitment to development, awareness of duties and responsibilities, timeliness, and cooperation.

Training Course Construction for Dual Vocational Training of Vocational Teachers in the Eastern Region

2024-09-17T13:33:46+07:00

The study pursued four main objectives (1) to study basic information on developing training courses for bilateral trainings, (2) to construct a training course, (3) to assess the effectiveness of the training course construction, and (4) to follow up and evaluate the outcomes after the training course. The participants in this study were 20 vocational teachers from schools in the castern region of Thailand. The researcher analyzed the data as follows: 1) the mean and standard deviation were used to compute the descriptive data, 2) the IOC, the difficulty level, the discrimination level, the Efficiency of Process (E1), and the Efficiency of Product (E2) scores were used to determine the quality of the research tools in the training, 3) the t-test was used to evaluate the differences in the means between pre-test and post-test scores. The results of the study were as follows: 1) the developed training course consisted of four elements, i.e., objectives, content, learning experiences, and evaluation, 2) the results of the effectiveness validation of the developed training program of 20 teachers revealed E1 = 83.88 and E2 = 85.80, 3) the results of the training course construction with the 20 teachers show that the post-training score exceeded the pre-training score, and 4) in regard to the outcomes of the follow-up based on the training opinions and recommendations after the training was conducted, the overall picture of reveals high levels in all aspects.

The Influences of Intrensic and Extrinsic Motivation on Chorus Class Participation of Students Majoring in Music Performance at Chengdu Universities

2024-11-25T07:31:46+07:00

This study explored the influences of intrinsic and extrinsic motivation on chorus class participation of first- and second-year students in the Music Performance Program at Chengdu universities. A survey research design was used with questionnaires distributed to a sample of 339 students taking chorus classes. Descriptive statistics with mean, standard deviation, frequency, and percentage were employed, followed by inferential statistics of enter multiple regression. The results showed that challenge and curiosity of intrinsic motivation and efforts to please teachers and dependence on the teachers’ guidance of extrinsic motivation appeared to have the highly positive influenced on students’ class participation. With peer interaction had a positive
coefficient of 0.419 and significantly influenced chorus class participation. Teacher support also showed a positive impact with a coefficient of 0.281 and was found to be significant. Additionally, student enjoyment emerged as the strongest factor, with a coefficient of 0.900, demonstrating its substantial effect on choral class participation. These results highlighted the critical roles of peer interaction, Teacher support, and student enjoyment in fostering active participation in chorus classes. It is recommended that these factors should be systematically integrated into Musical Program to enhance student engagement and strengthen Chorus Education in Chengdu universities and beyond.

Development of Guidelines to Promote the Competence of Graduates According to Higher Education Qualification Standards in the Educational Administration Field of Study

2024-12-10T10:16:06+07:00

This research aimed (1) to analyze the components confirming the competence of graduates according to the higher education qualification standards, the field of educational administration with empirical data (2) to examine the consistency of these components and indicators with empirical data, and (3) to improve a competency development manual for graduates. The sample group used in the research was conducted into 2 phases: Phase 1 consisted of 400 lecturers in the field of educational administration by two-stage random sampling, and Phase 2 consisted of
5 experts, higher education lecturers who teach in the field of educational administration, educational administrators, and educational institution administrators by purposive random sampling. The research instrument was a questionnaire on the competency of graduates according to the higher education qualification standards in the field of educational administration, consisting of 80 items in a 5-level rating scale based on the concept of Likert (1967), classified into
4 components and 2 levels of education, namely, master's degree and doctoral degree, with
a discrimination power index of .20 or higher and a reliability of .65 for the whole version. Data were analyzed using the mean, standard deviation and second-order confirmatory factor analysis using the M-Plus program.

The results of the research found that the competency components of both master's degree and doctoral graduates consist of four dimensions: knowledge (10 indicators), skills (10 indicators), ethics (10 indicators), and character (10 indicators). The consistency check results at both levels were consistent with the empirical data. These findings have practical implications for improving the competency development manual for master's degree graduates, suggesting that the focus should primarily be on skills, followed by knowledge, ethics, and personal characteristics. Similarly, the doctoral degree should focus mainly on skills, followed by individual traits, knowledge, and ethics.

นวัตกรรมนิเวศการเรียนรู้ยุคดิจิทัล

2024-05-29T13:33:11+07:00

การจัดระบบนิเวศการเรียนรู้ (Learning Ecosystem) เป็นแนวคิดและแนวทางสำคัญที่เป็นทางเลือกต่อการเรียนรู้และการพัฒนาศักยภาพของผู้เรียนยุคใหม่เพื่อเตรียมการรองรับการเปลี่ยนแปลงที่จะเกิดขึ้นตามมาในอนาคต โดยมีวัตถุประสงค์ที่แท้จริงคือการให้ความสำคัญเรื่องนิเวศการเรียนรู้ยุคดิจิทัล ซึ่งมีความมุ่งหมายให้มีการผสมผสานนวัตกรรมให้เกิดแนวทางระบบนิเวศการเรียนรู้แบบใหม่ที่เป็นรูปแบบการจัดระบบนิเวศการเรียนรู้ที่เหมาะสมสำหรับการศึกษาในระดับการศึกษาขั้นพื้นฐานในประเทศไทยและเอื้อต่อการพัฒนาศักยภาพของคนไทยในยุค 4.0 ซึ่งระบบนิเวศการเรียนรู้เป็นระบบความสัมพันธ์ระหว่างผู้เรียนและสิ่งแวดล้อมในการเรียนรู้ ที่เน้นการพัฒนาการเรียนรู้ของผู้เรียน มีองค์ประกอบในการออกแบบและพัฒนาบรรยากาศการเรียนรู้ของผู้เรียนดังนี้ พื้นที่ เวลา คน เนื้อหา กิจกรรม กลยุทธ์ วัฒนธรรม และการนำเทคโนโลยีมาใช้หรือสนับสนุนการเรียนรู้ทั้งเป็นทางการและไม่เป็นทางการ ซึ่งครอบคลุมทั้งห้องเรียนของสถานศึกษาและพื้นที่นอกสถานศึกษา เช่น บ้าน และสถานที่อื่น ๆ ให้สัมพันธ์กันอย่างเป็นระบบ ซึ่งจะส่งผลให้เกิดการเรียนรู้ได้เต็มศักยภาพตามบริบทของแต่ละบุคคล ดังนั้นการนำนิเวศการเรียนรู้ที่เหมาะสมมาดำเนินการขับเคลื่อน ประกอบด้วย 6 องค์ประกอบหลัก ได้แก่ ยุทธศาสตร์การดำเนินงาน วิธีการดำเนินงาน การจัดทำหลักสูตรและกิจกรรมใหม่ ทรัพยากร การใช้เทคโนโลยี และความร่วมมือของเครือข่ายเพื่อไปสู่เป้าหมายการเรียนรู้ร่วมกันโดยถือเป็นพันธกิจของผู้นำหรือผู้บริหารยุคใหม่ในการขับเคลื่อนให้เกิดผลลัพธ์ที่มีคุณภาพต่อไป

CONTENT

2025-09-03T21:07:06+07:00

EDITORIAL BOARD

2025-09-03T21:10:49+07:00

EDITORIAL NOTE

2025-09-03T21:12:59+07:00