HUMAN BEHAVIOR, DEVELOPMENT and SOCIETY

Metacognitive Factors Influencing Training Retention Among Multidisciplinary Medical Staff

Chavisa Warnathong — 2026-03-23

Aim/Purpose: The purpose of this study was to reduce the professional training dropout rate among multidisciplinary medical staff by identifying and analyzing key factors that influence engagement and retention. Specifically, this study aimed to explore how metacognitive factors affect commitment to completing training programs and to develop a causal model that elucidates the relationships between various metacognitive factors and retention outcomes. The intention was to enhance understanding of how these factors collectively contribute to sustained participation and success in professional training. The study emphasizes metacognition—the awareness, regulation, and control of one’s own learning processes. Thus, it contributes to the growing need for evidence-based models that foster reflective, self-regulated, and adaptive learning behaviors among healthcare professionals, who must constantly update their competencies in response to evolving medical technologies and practices.

Introduction/Background: In recent years, multidisciplinary medical staff have faced increasing challenges in completing professional development training, primarily due to heavy workloads, extended working hours, and the complex nature of responsibilities within healthcare systems. These pressures have contributed to a growing dropout rate from training, raising concerns about the long-term sustainability of continuing professional development in the healthcare workforce. Nevertheless, the constant and rapid evolution of medical technologies and field practices necessitates that healthcare professionals remain up to date with emerging knowledge and competencies. Ongoing training is critical not only for maintaining field proficiency but also for ensuring high-quality patient care. To be both effective and sustainable, the training must be designed with consideration for the practical constraints and professional expectations encountered by medical staff. Accordingly, this study aimed to investigate the key factors that influence training retention, with the goal of finding those that enhance the continuity and success of professional training among multidisciplinary medical staff.

Methodology: In this study, a quantitative research design was employed utilizing Confirmatory Factor Analysis (CFA) to examine the proposed model. An online questionnaire was developed based on the concept of metacognition and reviewed by subject matter experts to ensure content validity. Data were collected for three months from 230 multidisciplinary medical staff, recruited through snowball sampling techniques. CFA was performed using the AMOS program, and model fit was assessed through multiple standard indices, including the Chi-square statistic, p-value, Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI), and Root Mean Square Residual (RMR), to confirm the adequacy of the measurement model.

Findings: The results showed that six factors influenced the retention and successful completion of professional training among multidisciplinary medical staff: life balance, career advancement, curriculum quality, training methods, organizational support, and interpersonal relationships. The model demonstrated a satisfactory fit to the empirical data, with statistical values as follows: Chi-square = 249.612, df = 225, p = .125, GFI = .900, AGFI = .882, CFI = .993, and RMR = .026. Although the Chi-square value was not significant (p = .125 > .05), the additional fit indices—all of which reflected a strong overall model fit to the empirical data—indicated that the proposed model adequately represented the observed data. These findings highlight the importance of incorporating these factors into training program design to enhance effectiveness and support long-term professional development in multidisciplinary medical staff.

Contribution/Impact on Society: This study contributes to the growing body of knowledge on professional development in the healthcare sector by identifying six factors—life balance, career advancement, curriculum quality, training methods, organizational support, and interpersonal relationships—that significantly influence training retention among multidisciplinary medical staff. The findings offer practical insights for training program designers seeking to improve workforce stability and elevate the overall quality of healthcare services. By addressing these factors, healthcare institutions can enhance staff engagement and reduce professional training drop-out rates, ultimately benefiting workforce knowledge and organizational performance.

Recommendations: Training programs should incorporate flexible training structures that support work-life balance and align with professional growth trajectories. Emphasis should be placed on curriculum quality, supportive policies, and strong interpersonal connections among trainees and mentors. Integrating technological innovations—such as e-training platforms, AI-based adaptive systems, and online reflective tools—can further enhance accessibility, motivation, and engagement. The use of digital environments that promote reflection and peer interaction is recommended to improve long-term retention and satisfaction.

Research Limitation: The primary limitation was the use of snowball sampling, which while practical for reaching diverse healthcare professionals, inherently limited the representativeness and generalizability of the findings. Additionally, the sample size (n = 230) may not fully have captured institutional diversity, and the reliance on CFA did not examine wider contextual factors such as institutional policies or organizational culture. Despite these limitations, the findings provide a reliable foundation for subsequent model testing and application in broader healthcare contexts.

Future Research: Future research could apply the proposed metacognitive model to multidisciplinary medical staff in various professional and educational training contexts to examine its impact on training retention and engagement. Integrating the model with digital learning tools, adaptive systems, or simulation-based training may further support personalized and sustainable professional development. Longitudinal studies could track the development of metacognitive awareness and self-regulated learning during training, providing insights into how these factors contribute to sustained participation and professional growth.

Exploring Internship Readiness Among Working Students in Cebu, Philippines: A Thematic Analysis for Item Generation

John Ezekiel Tumulak — 2026-03-23

Aim/Purpose: This study aimed to develop a qualitative foundation for an Internship Readiness Scale for Working Students, addressing the unique challenges faced by students who balance academic coursework with part-time employment. The goal was to identify specific behaviors and competencies that constitute “internship readiness” for working students and to generate an initial pool of scale items grounded in those insights.

Introduction/Background: Internship readiness, which is the ability to apply academic knowledge, demonstrate professional behavior, and adapt to workplace demands, is especially challenging for working students who must balance classes, paid work, and internship duties, yet existing assessments overlook these pressures. Drawing on Social Cognitive, Experiential Learning, and Organizational Socialization theories, this study qualitatively developed a five-construct readiness scale (Work Attitude, Adaptability, Technical Skills, Communication and Teamwork, and Career Preparedness) tailored to the unique contexts of working interns.

Methodology: The researchers employed a qualitative descriptive design using semi-structured interviews with seven participants in Cebu City, Philippines. Participants were purposefully selected from three groups to provide diverse perspectives: five working students who had completed internships while holding part-time jobs, one internship program manager, and one academic internship instructor. Interviews (10–30 minutes each) were conducted face-to-face in private settings to encourage open discussion. All interviews were audio-recorded with consent, transcribed verbatim, and analyzed using reflexive thematic analysis following Braun and Clarke’s six-phase framework. An interview guide structured around the five a-priori constructs ensured that each conversation elicited examples and reflections relevant to Work Attitude, Adaptability, Technical Skills, Communication and Teamwork, and Career Preparedness. Data collection continued until thematic saturation was reached. No new themes or codes emerged by the seventh interview, indicating sufficient coverage of concepts. The analysis was primarily deductive but allowed for inductive emergence of sub-themes. Reliability was reinforced through researcher triangulation in coding and iterative checking to confirm that the final themes consistently represented participants’ experiences.

Findings: Twenty-two distinct sub-themes were identified across the five constructs, illustrating a rich picture of internship readiness in working students. Under Work Attitude, for example, participants emphasized a Proactive Work Ethic and a Feedback-Driven Motivation that turns criticism into improvement. The Adaptability construct yielded themes like Workplace Integration and Task Strategy. For Technical Skills, participants highlighted Skill Application, Procedural Competence, and Self-Improvement. The Communication and Teamwork construct revealed the importance of Collaborative Problem-Solving, Feedback, and Conflict Management. For Career Preparedness, themes of Lifelong Learning and Self-Discovery were prominent. These qualitative insights were distilled into 41 draft scale items spanning the five constructs. For Work Attitude themes, items were written to capture behaviors such as volunteering for extra tasks and using feedback constructively; for Adaptability, items reflect adjusting to new environments and managing multiple responsibilities. Each item is a concise statement that encapsulates a readiness attribute identified by participants.

Contribution/Impact on Society: This study provides one of the first in-depth qualitative examinations of internship readiness specifically for working students. The findings bridge a crucial gap by outlining concrete behaviors and skills that educators and employers can nurture to better prepare working students for internships. The initial item pool offers a practical tool for internship coordinators and career counselors to assess and support students who balance work and study, informing targeted interventions. By highlighting the five a-priori constructs, the study underlines how working students’ experiences can be leveraged to enhance their career development. In the broader context, improving internship readiness among this population can lead to more successful internship outcomes, higher workplace performance, and ultimately a smoother transition of working students into professional workforces, benefiting not only the students themselves, but also employers and academic institutions that partner in internships.

Recommendations: Based on these findings, universities and internship programs should consider tailoring their preparation and support strategies for working students. For example, given working students’ multiple responsibilities, institutions could provide preparatory training that emphasizes time management and self-care to prevent burnout. Mentorship programs could pair working interns with former working students or understanding mentors to help them navigate conflicts between job and internship demands. On a policy level, flexible scheduling or an adjusted internship timeline might be implemented to accommodate working students’ time constraints, thereby enabling them to fully engage in both their work and internship roles without compromising performance.

Research Limitation: This qualitative study was conducted with a relatively small sample within a specific cultural and geographic context. As such, the findings may not capture all possible constructs of internship readiness relevant to working students in other regions or fields. Additionally, the results were based on self-reported experiences and perceptions, which may carry subjective biases. The researchers mitigated this through triangulating perspectives and reaching thematic saturation, but some nuances could still have been missed. Another limitation was that the study focused solely on the qualitative item generation phase.

Future Research: Future studies should pursue quantitative validation of the Internship Readiness Scale for Working Students. This could involve administering the 41-item scale to a larger sample of working students and applying factor analysis to refine the scale’s structure. Cross-cultural research would also be valuable, examining if the readiness themes identified are relevant in different countries or educational systems, or if additional themes emerge elsewhere. Finally, intervention studies could be designed, implementing a preparatory program that targets the key readiness themes, and then evaluating its impact on working students’ internship experiences.

The Digital Competence of Nakhon Ratchasima Primary School Administrators and its Effect on School Management

Supitchaya Nimkrathok — 2026-03-23

Aim/Purpose: This study examined how the digital competence of school administrators is affecting the effectiveness of school management in schools under the Nakhon Ratchasima Primary Educational Service Area Office 1. In today’s fast-changing digital era, education systems worldwide face mounting pressure to adapt to technological advancements. In Thailand, national and local educational policies place strong emphasis on developing digital competence among educators, particularly school administrators. However, schools differ considerably in their readiness to adopt and integrate digital practices. These disparities raise important questions about the extent to which administrators’ digital competence can enhance, or potentially limit, the overall effectiveness of school management.

Introduction/Background: As Thailand advances its digital transformation in education through initiatives like “Transforming Education to Fit in the Digital Era,” school administrators must lead with strong digital competence. International research shows that the rapid growth of digital technologies has reshaped societal structures and widened the gap between those with strong digital skills and those without. Studies across global educational systems emphasize that integrating digital resources, such as e-learning platforms and open educational resources, requires educational leaders to develop advanced competencies to manage technological change. Additionally, global assessments have highlighted that many individuals lack even basic computer skills, underscoring the need to enhance digital competence within education. In this context, the present study explored which aspects of digital competence most effectively influence school management, providing valuable insights into how administrators’ digital skills impact school outcomes.

Methodology: This study used a quantitative research design. The sample consisted of 327 participants, including 24 school administrators and 303 teachers from across the Nakhon Ratchasima Primary Educational Service Area Office 1, selected using stratified random sampling to reflect the diversity of schools in the region. Data were collected using a structured questionnaire divided into two sections. The first section had 22 items focused on school management effectiveness, while the second included 20 items measuring digital competence among administrators. All items used a five-point Likert scale. The instrument was validated by experts using the Item-Objective Congruence method, and only items scoring above .50 were retained. Reliability was confirmed through Cronbach’s alpha. The four components of school management effectiveness: a) goal attainment, b) problem-solving ability, c) students’ positive attitudes, and d) adaptability, had reliability scores of .804, .865, .872, and .882, respectively. For digital competence, overall reliability was .936, with subscales: a) digital literacy, b) digital content creation, c) digital technology use, and d) safety, ranging from .823, .818, .881, and .878. Data analysis was conducted using IBM SPSS Statistics Version 22.0. Descriptive statistics were used to describe the sample, followed by Pearson’s correlation and stepwise multiple regression to determine which aspects of digital competence had a significant effect on school management effectiveness.

Findings: Descriptive results showed that both school management effectiveness and administrators’ digital competence were rated at high levels. Within management effectiveness, problem-solving ability had the highest mean score, followed by goal attainment, whereas students’ positive attitudes had the lowest. For digital competence, digital literacy had the highest mean, followed by critical thinking in technology use, while digital content creation had the lowest mean score. Inferential analysis further revealed that digital competence plays a significant role in predicting the effectiveness of school management. Three components: digital technology use (X₃), safety (X₄), and digital content creation (X₂), had a statistically significant influence on school management effectiveness at the .01 level. Among these, digital technology use was the strongest predictor, followed closely by safety and digital content creation. Together, these three variables accounted for 55.1% of the variance in effectiveness of school management, with a multiple correlation coefficient (r) of .754, indicating a strong relationship. The predictive equations derived from the data were as follows:

Raw score model: Ŷ = 1.957 + .231X₃ + .170X₄ + .164X₂

Standardized score model: Ẑ = .325X₃ + .244X₄ + .244X₂

Contribution/Impact on Society: The findings support ongoing efforts by educational policymakers to prioritize digital competence as part of national education reform. Schools, training institutes, and educational offices can use these insights to design more focused professional development programs that support administrators in becoming digital leaders.

Recommendations: Based on the findings, it is recommended that digital competence be made a core element in the professional development of school administrators. Training should go beyond basic digital literacy and include more advanced skills such as digital content creation and safety in digital contexts. Educational authorities should also invest in improving infrastructure and support systems to reduce gaps in digital readiness among schools. Moreover, digital competence should be considered a key criterion in leadership evaluations and promotions.

Research Limitation: This study was limited to one educational service area and relied on self-reported data, which may be subject to bias. The non-experimental nature of the study also limited the ability to infer direct causality. Additionally, the specific local context may mean that findings are not fully generalizable to other regions with different challenges or resources.

Future Research: Further research should expand to include different regions or educational levels, using a mixed-methods approach to gain deeper insights into how digital competence is developed and applied in school settings. Longitudinal studies could also help track the long-term effects of digital competence on school improvement. Future work may also explore how teacher digital readiness, school culture, or student engagement intersect with digital competence practices.

Digital Transformation Leadership in Thai SMEs During Crisis: A Multiple Case Study

Nachon Prayoonvong — 2026-03-23

Aim/Purpose: This research addresses a critical knowledge gap in understanding how Small and Medium-sized Enterprises (SMEs) in Thailand, as part of an emerging economy, navigate digital transformation during periods of crisis. Specifically, the study examined digital transformation leadership practices that enable SMEs to successfully adopt digital technologies, manage organizational change, and sustain organizational resilience under conditions of uncertainty and disruption. By focusing on leadership as the central mechanism linking technology adoption and resilience, the study moves beyond technology-centric explanations and highlights the human and strategic dimensions of digital transformation in SMEs.

Introduction/Background: Digital transformation has become an essential strategic priority for organizations facing increasing environmental volatility, technological disruption, and crisis conditions. While existing literature has extensively examined digital transformation in large corporations within developed economies, research on SMEs in emerging markets remains limited. This gap is particularly significant in Thailand, where SMEs account for approximately 43% of gross domestic product and employ nearly 72% of the national workforce, positioning them as a cornerstone of economic stability. During crisis periods, such as economic shocks or systemic disruptions, the ability of SMEs to digitally transform while maintaining operational continuity becomes a matter of national economic resilience. However, prevailing digital leadership frameworks are largely derived from large-scale organizations and may not adequately reflect the contextual constraints, cultural characteristics, and leadership structures of Thai SMEs. Consequently, there is insufficient empirical understanding of how SME leaders in emerging economies conceptualize and enact digital transformation leadership during crises.

Methodology: In this study, a qualitative multiple case study approach was adopted to explore digital transformation leadership in depth and within context. Twelve Thai SMEs that had successfully implemented digital transformation initiatives during crisis periods were purposefully selected using theoretical sampling. Data were collected through in-depth semi-structured interviews with SME owners, senior managers, and key stakeholders directly involved in digital transformation initiatives. These interviews were complemented by documentary analysis of organizational plans, digital project records, and internal communications, as well as direct organizational observations. The data analysis followed systematic within-case and cross-case analytical procedures, enabling the identification of recurring patterns, leadership practices, and contextual mechanisms across diverse organizational settings. This methodological design allowed for rich, nuanced insights into leadership processes that could not be captured through purely quantitative approaches.

Findings: The findings revealed three primary dimensions of successful digital transformation leadership in Thai SMEs during crisis periods. First, adaptive strategic vision was evident in 91.7% of cases, highlighting leaders’ ability to articulate a clear transformation direction while remaining flexible to rapidly changing conditions. Second, collaborative technological integration was observed in all cases (100%), emphasizing leaders’ roles in aligning digital technologies with organizational capabilities, employee readiness, and stakeholder expectations. Third, resilient change management was present in 83.3% of cases, reflecting leadership practices that guided employees through transformation while safeguarding operational stability. Across cases, leaders demonstrated what this study conceptualized as “adaptive resilience,” a dynamic leadership capability that integrates strategic foresight, technological alignment, and people-centered change leadership. Organizations reported that these leadership practices led to an average improvement of 32% in operational efficiency, a 28% increase in customer satisfaction, and a 24% growth in revenue, indicating both short-term performance gains and longer-term sustainability.

Contribution/Impact on Society: This research extends digital leadership theory by proposing an integrated framework of digital transformation leadership tailored to SMEs in emerging economies during crisis situations. The study contributes conceptually by introducing adaptive resilience as a leadership capability that enables organizations to balance innovation with stability, particularly under crisis conditions. Practically, the findings offer actionable insights for SME leaders seeking to manage digital transformation amid uncertainty. At the societal level, the research informs policymakers and supportive institutions by demonstrating that effective digital transformation requires leadership development and organizational learning, not merely investment in technological infrastructure. Strengthening leadership capacity in SMEs contributes directly to sustainable economic development and crisis preparedness in emerging market economies.

Recommendations: Based on these findings, SME leaders are encouraged to adopt phased and flexible digital transformation strategies, ensuring alignment between technological initiatives and organizational readiness. Comprehensive stakeholder communication strategies should be prioritized, as 92% of successful cases had implemented systematic communication to build trust and employee engagement. Leaders should also cultivate adaptive resilience by integrating strategic vision, participatory leadership, and continuous learning. For policymakers, the study recommends shifting policy emphasis toward leadership digital literacy, managerial capability development, and organizational learning systems, rather than focusing solely on hardware or platform adoption.

Research Limitation: This study was limited to Thai SMEs and therefore may not be directly generalizable to other cultural or institutional contexts. The focus on successful digital transformation cases may underrepresent challenges and failure dynamics encountered by less successful organizations. Additionally, while the qualitative methodology provided in-depth insights, it limited statistical generalizability across broader SME populations.

Future Research: Future studies should examine digital transformation leadership across different cultural contexts and emerging economies to assess the transferability of adaptive resilience as a leadership capability. Longitudinal research could explore how leadership strategies evolve over time and across different crisis phases. Comparative studies between successful and unsuccessful digital transformation cases would further enrich understanding of failure mechanisms. Such research would contribute to a more comprehensive and balanced theory of digital transformation leadership in SMEs.

Aptitude as a Predictor of Senior High School Academic Potential: A Hierarchical Regression Approach

Mark Jade L. Tactacon — 2026-03-23

Aim/Purpose: This study examined the relative contributions of emotional quotient, interest inventory, study habits, aptitude, and multiple intelligences in predicting the Senior High School (SHS) academic potential of Grade 10 students. Furthermore, it aimed to identify which of these domains offer the most reliable indicators of Senior High School Potential, thereby informing both school-based assessment practices and broader educational policies.

Introduction/Background: The transition from junior to senior high school in the Philippines is a pivotal phase in the K–12 system but continues to present challenges for learners. Many students enter with gaps in reading, writing, and mathematics, making it difficult to cope with the more specialized senior high school curriculum. Adjustment issues are further compounded by limited career guidance, leading some students to choose academic tracks based on external pressures rather than genuine aptitude or interest, often resulting in disengagement and underperformance. Thus, strengthening guidance programs and implementing early diagnostic assessments are critical for smoother transitions. Previous studies have suggested that readiness is multidimensional, shaped not only by cognitive aptitude and study habits but also by emotional intelligence, personality, and goal-setting behaviors. This study incorporated multiple intelligences to capture diverse learner strengths and aimed to identify the most reliable predictors of academic potential, providing evidence-based insights for curriculum, assessment, and policy.

Methodology: This quantitative study investigated the predictors of senior high school academic potential among Grade 10 students using hierarchical linear regression analysis to test theories, show control over variables, provide statistical and practical significance, and report R² changes and F-change tests, thereby making results more convincing and rigorous. From a population of 451 Grade 10 students, 104 male and 104 female students were selected using stratified random sampling. Five models were evaluated to determine which predictors such as Emotional Quotient (EQ), interest inventory, study habits, and aptitude measures might have a significant effect on the dependent variable.

It utilized standardized tests administered by a Philippine assessment corporation to evaluate the academic potential of students. The instruments included an aptitude test measuring verbal, quantitative, abstract, and spatial reasoning; an Emotional Quotient (EQ) assessment evaluating grit, growth mindset, self-management, self-awareness, self-efficacy, and social awareness; an Interest Inventory; and a Study Habits Inventory. Results were summarized in a Scaled Ability Score, which also served as the Senior High School Potential Score. All instruments demonstrated documented validity and reliability in the Philippine context, with a Cronbach’s alpha of .88, and ethical clearance was obtained from relevant school authorities.

Findings: The regression analysis revealed varying levels of explanatory power across models. Model 0, with gender as the sole control, explained only 1.6% of variance. Models 1–3, which added EQ, interests, and study habits, showed limited improvement. Only Model 4, which introduced aptitude measures—verbal, abstract, quantitative, and spatial reasoning—substantially enhanced predictive power, accounting for 99.7% of the variance in academic potential (R² = .997, p < .001). Importantly, only aptitude scores made statistically significant contributions, while EQ, interests, and study habits did not. The unusually high R² suggested possible overfitting, though acceptable Variance Inflation Factor values and residual patterns mitigate this concern. Model stability was further supported through Adjusted R², Root Mean Squared Error, and F Change statistics.

These findings highlighted the dominant role of cognitive aptitude in predicting academic readiness, positioning aptitude assessments as stronger tools for educational decision-making than socio-emotional or interest-based indicators. However, this raises equity concerns, as students from disadvantaged backgrounds may have fewer cognitively enriching opportunities, limiting their aptitude development and exacerbating achievement gaps. While aptitude emerged as the most robust predictor, socio-emotional and behavioral competencies remain vital for resilience, motivation, and long-term success. Thus, the implications pointed toward a balanced but strategically weighted approach: prioritizing aptitude in curriculum design and assessment frameworks, while integrating complementary interventions to strengthen affective and behavioral skills. This combined strategy can better support holistic learner development while addressing both cognitive foundations and broader equity challenges.

Contribution/Impact on Society: These results will benefit teachers, counselors, policymakers, and curriculum developers in the design of evidence-based interventions. For teachers and counselors, aptitude data guides students into suitable academic tracks, identifies those needing remedial or enrichment support, and complements socio-emotional profiles for personalized guidance. Policymakers and curriculum developers can use the findings to integrate aptitude diagnostics into placement policies and curriculum frameworks, ensuring that instruction is grounded in cognitive foundations while addressing equity gaps. The evidence also supports investments in early diagnostics, remedial programs, and socio-emotional learning. Overall, these results enable stakeholders to craft targeted strategies that enhance readiness, equity, and holistic learner development.

Recommendations: Schools may consider integrating more opportunities to develop cognitive aptitude, particularly in logical reasoning and quantitative skills, during junior high school. Aptitude assessments should continue to be used as part of Senior High School track placement processes but must also be interpreted alongside other holistic indicators. Policymakers might refine readiness criteria by prioritizing evidence-based cognitive metrics in transition programs.

Research Limitation: Findings may not generalize to public schools or other regions, as the study focused on students from a single private school in Northern Mindanao. There is a potential for overfitting due to the large number of predictors relative to the sample size.

Future Research: Future researchers are encouraged to incorporate longitudinal tracking to explore how predictors influence SHS performance and persistence over time, and to test the model across diverse populations to examine cultural and contextual factors.

Instructional Leadership and Its Influence on Teacher Efficacy in K-12 Adventist Schools in Thailand

Zhen Pan — 2026-03-23

Aim/Purpose: This study examined the influence of instructional leadership on teacher efficacy in Adventist schools. Although instructional leadership has been widely studied, differences in educational philosophy and evolving leadership frameworks suggest that its expression in Adventist contexts may be distinct. By quantitatively analyzing the relationship between specific instructional leadership functions and teacher efficacy, this study addresses a gap in the literature within this understudied setting.

Introduction/Background: In the global educational landscape, instructional leadership is widely recognized as a critical factor in shaping school effectiveness and improving student outcomes. However, its manifestation and impact are deeply contextual, varying across cultural and institutional settings. This study investigated its role within the unique setting of K–12 Adventist schools in Thailand, where leadership integrates academic and spiritual dimensions. The research examined how teachers' perceptions of this dual-purpose leadership influence their self-efficacy to perform their professional tasks.

Methodology: A quantitative, correlational research design was employed in this study. A total of 78 teachers from four K-12 Adventist schools across Thailand participated in this study. Data collection occurred between December 2024 and March 2025 utilizing two standardized instruments administered digitally. The Principal Instructional Management Rating Scale (PIMRS) was used to measure teachers' perceptions of their leaders' instructional practices across eleven subscales under three dimensions: Defining the School’s Mission, Managing the Instructional Program and Developing School Learning Climate. The Teachers' Sense of Efficacy Scale (TSES) was used to measure teacher self-efficacy across three subscales: Efficacy in Instructional Strategies, Classroom Management, and Student Engagement. Two supplementary items were added to the first questionnaire, assessing the importance of spiritual factors on instructional leadership in faith-based schools. The items demonstrated good reliability.

Statistical analyses included descriptive statistics to summarize perceptions and regression analysis to identify which specific instructional leadership subscales served as significant predictors of the three dimensions of teacher efficacy.

Findings: Descriptive analysis of the data revealed generally high perceptions of instructional leadership effectiveness across the participating schools, suggesting that school leaders were largely viewed positively in their roles. A particularly salient finding was the exceptionally high rating accorded to the importance of the spiritual component of leadership (M = 4.46, SD = .66; skewness = -.988). This strong negative skew indicated a consensus among respondents, underscoring the central and non-negotiable significance of spiritual mentorship and the fostering of a faith-based environment within this specific educational model.

The stepwise regression analysis provided more focused insights. With the three TSES subscales as dependent variables and the eleven PIMRS subscales as predictors, only one leadership function—Communicating School Goals—consistently emerged as a statistically significant predictor across all dimensions of teacher efficacy. This finding suggested that leaders’ clarity and consistency in articulating academic and mission-driven goals play a central role in strengthening teachers’ instructional confidence, classroom management, and student engagement. Other leadership functions, although positively perceived, did not show significant predictive effects in this model.

Contribution/Impact on Society: This research makes two key contributions. It first provides empirical quantification of the spiritual dimension as a central component of effective leadership within a faith-based educational context. Second, and more critically, it identifies a leader's effectiveness in Communicating School Goals as the sole significant predictor of teacher self-efficacy across instructional, managerial, and engagement domains. This finding delineates between generally positive leadership perceptions and the specific practice that directly enhances teacher efficacy, offering a strategic priority for leadership development.

Recommendations: Therefore, the primary practical recommendation for school administrators is to prioritize transparent communication strategies intentionally and systematically. This can be achieved through mechanisms such as structured regular meetings that connect daily activities to broader objectives, instituting formal and informal feedback loops where teachers can voice concerns and suggestions, and involving faculty in strategic planning cycles. Given that teachers highly value the spiritual component on instructional leadership, Adventist school leaders are recommended to strategically invest in spiritual mentorship and professional development rooted in faith-based principles.

Research Limitation: The generalizability of this study's findings is limited by its methodological scope. Data were collected from four Adventist schools in Thailand, and the final quantitative analysis relied on 78 usable responses, which may have affected the robustness of results. Furthermore, the study focused solely on Adventist primary and secondary schools, excluding universities, other religious schools, and non-religious institutions since their different operational methods and educational philosophies may result in disparities in how school leadership exerts influence. The omission of student perspectives also narrowed the insights into the broader impact of instructional leadership. This study did not account for other influential variables such as trust in leadership, professional development, and community influences. Finally, the restriction of the sample to Adventist schools in Thailand limits the geographic and cultural applicability of the findings.

Future Research: The modest effect size (R² = .12) indicates that other significant factors may be at play. Future research may employ qualitative and mixed-method approaches to further explore the role of spirituality in instructional leadership and teacher efficacy within faith-based schools. Methods such as interviews, focus groups, and observations could illuminate how spiritual values are enacted in leadership practices and how teachers perceive their influence on professional confidence and motivation. Mixed-methods designs would also help explain how and why spiritual leadership practices shape teacher efficacy, offering deeper contextual insight into faith-based educational settings.

Indigenous Popular Music and Identity: The Case of Sarawak, Malaysia

Su-Hie Ting — 2026-03-23

Aim/Purpose: The study investigated the views of Sarawak indigenous participants and other Sarawakians on whether Sarawak indigenous popular music can construct an indigenous and regional identity. The specific objectives of the study were to compare: (a) their level of familiarity with and knowledge about Sarawak indigenous popular music, (b) their attitudes towards Sarawak indigenous popular music, and (c) their practices in listening to Sarawak indigenous popular music.

Introduction/Background: Most studies of Sarawak indigenous songs have focused on “Biar Bekikis Bulu Betis” and did not investigate the perceptions of indigenous and non-indigenous participants separately to understand whether indigenous pop songs can evoke a shared sense of belonging to Sarawak. As there is a lack of Sarawak-specific related research in Malaysia, the present study is timely and crucial in understanding whether the pop songs of an indigenous group can represent state identity due to living in a shared geographical space, Sarawak, with the indigenous groups.

Methodology: The descriptive study involved 109 participants comprising 41.28% (or 45) Sarawak Indigenous and 58.72% (or 64) other Sarawakians. The term “Sarawakian” refers to Malaysian citizens born in Sarawak. The online questionnaire link was given to participants who fulfilled the selection criteria: (a) Malaysians who are Sarawakians but may be living elsewhere at some point in their lives; and (b) Participants who are aged 18 and above, so parental consent is not required for participating in the study, but there is no age limit. In this study, “Sarawak indigenous” refers to Iban, Bidayuh, Melanau, and Orang Ulu, while “Other Sarawakians” refers to Malay, Chinese, Indian, and others living in Sarawak. There were more female participants, and there was a spread of age groups. Most participants had lived in Sarawak for almost their whole lives, but some came back to live in Sarawak after having lived somewhere else.

An 18-item questionnaire on knowledge, attitudes, and practices relating to Sarawak indigenous popular music was made, comprised of demographic information (five items), knowledge on Sarawak indigenous music (eight items), attitudes towards Sarawak indigenous music (three items), and practices relating to Sarawak indigenous music (two items). The Quizmaker link (https://take.quiz-maker.com/QE9RYUHGO) was shared with contacts who were asked to share the link with others. The data comprising the initial 112 responses were filtered, and three incomplete responses were deleted, leaving 109 for the analysis of means and percentages.

Findings: Firstly, a larger percentage (48.44%) of Sarawak indigenous participants were more familiar with and could correctly identify Sarawakian indigenous popular music more readily than other Sarawakian participants (42.82%), as was expected. Secondly, for knowledge of indigenous songs, surprisingly, the non-Sarawak indigenous participants had slightly better knowledge about the history of Sarawak indigenous popular music than the Sarawak indigenous participants. Thirdly, the Sarawak indigenous participants and other Sarawakians were similar in their belief that it is the beat/rhythm that carries the Sarawakian identity (55.05%). The indigenous language played a role in eliciting the feeling of being Sarawakian, but only to 24.77% of the participants. Very few participants (13.76%) thought that the lyrics about the everyday life of Sarawakians made them feel the most Sarawakian. The content did not seem to be important in a song, as listeners may not pay full attention to the content of the song. Fourthly, listening to indigenous music was more of a habit for Sarawak indigenous participants, with 42.23% of Sarawak indigenous participants listening to it compared to 36.61% for other Sarawakian participants.

Contribution/Impact on Society: The study contributes new knowledge by confirming that Sarawak indigenous music embodies the Sarawakian identity for people who live in Sarawak, regardless of whether they are indigenous or not.

Recommendations: The results have social implications, as they identify a key to an inclusive community centered around Sarawak indigenous popular songs, because the songs can make those who are not of Sarawak indigenous origin feel connected to the land of Sarawak. In addition, a questionnaire that is in the form of a fun quiz can be used for cultural tourism.

Research Limitation: First, the sample size was not balanced for indigenous (n=45) and non-indigenous (n=64) participants. Second, the music samples were only from the Iban, Bidayuh, Kenyah, and Melanau ethnic groups. Third, the data in this study are not adequate to hypothesize or theorize why non-lexical rhythm gives more emotional connection than lyrics in this specific context.

Future Research: Having a larger number of indigenous participants from different groups in future studies would provide a better comparison of knowledge, attitudes, and practices across indigenous groups of different population sizes. Future studies could employ an experimental design that systematically varies musical elements (e.g., rhythm-only, melody-only, lyrics-only, and combined versions) and measure emotional responses through self-reported ratings. It would also be interesting to study which combinations of musical features (rhythmic structure, language, instrumentation, performer identity) are most salient in marking a song as both indigenous and Sarawakian. Interviews could be employed so that participants could explain how they interpret rhythm and lyrics, providing deeper insight into the mechanisms behind emotional engagement. In addition, researchers could investigate whether popular songs in the national language can evoke a nationalistic spirit among citizens, taking into consideration their language backgrounds. Future studies should investigate the appeal of indigenous music so that singers, song composers, and record labels could use the findings to widen their listener bases, giving indigenous singers a better career in the music industry.

Funding Challenges for Electric Vehicle Startups in Thailand: A Qualitative Inquiry into Founders’ Experiences

Yanapa Vorraborvorn — 2026-03-23

Aim/Purpose: This study aimed to explore the types of funding sources available to electric vehicle (EV) technology startups in Thailand and examined the factors influencing their funding strategies. It also investigated startups/entrepreneurs’ perceptions of future opportunities and challenges within the EV industry, along with their evaluations of current government funding policies.

Introduction/Background: The electric vehicle (EV) technology sector has witnessed a rapid expansion in recent years, accompanied by a proportional increase in the number of startups entering the field. Capital access for startups can be very challenging, especially when the industry is novel or during the early stage of the business journey. Access to the right type of funding is crucial for startups’ survival and long-term sustainable growth. Previous studies have examined startup financing and the ecosystem in Thailand, with a particular emphasis on tech and fintech startups, and provided valuable knowledge and insights. Still, research focusing specifically on the funding landscape of EV startups remains limited, despite the sector’s growing strategic importance. This gap highlights the need for a more specific study into the financial challenges and funding strategies of EV startups in the Thai context, particularly from the perspective of startup founders and ecosystem stakeholders.

Methodology: In this study, a qualitative research design was adopted to explore the funding experiences and ecosystem challenges faced by EV technology startups in Thailand. Data were collected through in-depth, semi-structured interviews with startup founders and key decision-makers within the EV sector. A purposive sampling technique was employed to identify information-rich cases. Participants were selected based on their active involvement in EV-related startups, their direct experience in seeking or managing funding, and their willingness to participate in the study. The interviews were conducted face-to-face. The resulting transcripts were systematically coded and analyzed using thematic analysis. Triangulation was applied by comparing findings across participants and validating themes through iterative reading, thereby enhancing the credibility and trustworthiness of the results.

Findings: Thai EV startups relied on a range of funding sources. The predominant funding source remained personal financing or bootstrapping, followed by other organizational funding mechanisms such as venture capital, crowdfunding, and angel networks. Factors influencing funding access included those embedded in the organization, such as business model, strategy and performance track record; the individual background of the founders i.e. experience, education, and personal networks; and external factors such as government policy. Participants also expressed their optimism about the potential of the EV industry, but also noted challenges related to international competition and macroeconomic uncertainties. While current government policies were perceived as supportive, there was a consensus that further development is needed to enhance the global competitiveness of Thai EV startups.

Contribution/Impact on Society: This study contributes to the growing body of literature on startup financing and innovation ecosystems by offering a focused investigation into the funding landscape for electric vehicle (EV) startups in Thailand. Insights and information gained from this study can be used as a basis for developing strategic recommendations tailored to the Thai context.

Recommendations: Future policies should address critical challenges derived from global market conditions while fostering sustainable growth and enhancing competitive advantages for local entrepreneurs or startups throughout the electric vehicle value chain.

Research Limitation: This research employed a qualitative research approach, which presents certain limitations, including a small sample size and findings that are context specific. Thus, this restricts the ability to generalize and may not apply to other settings, such as different markets or industries.

Future Research: Future studies should consider increasing the sample size and employing different research approaches to capture more diverse and representative perspectives. This would not only enhance the reliability and validity of the findings but also improve their applicability to policy formulation and practical implementation, particularly in the context of supporting startups in emerging technology sectors.

International Kindergarten Teachers’ Challenges Working with Parents in Thailand

Rachaniphorn Ngotngamwong — 2026-03-23

Aim/Purpose: Aside from their dedication to working with kindergarten children the entire day, kindergarten teachers encounter additional challenges working with parents. The purpose of this study was to investigate the parental challenges that kindergarten teachers in Thailand encounter and their impact. It also sought to find out how students and parents have changed over the years, the interactions that teachers have with parents, and tips on dealing with parental challenges.

Introduction/Background: Kindergarten is fundamental to a child’s overall development. Parents work closely with kindergarten teachers to successfully implement their roles and strengthen their child-rearing competencies. Teachers play an important role in providing advice and support by helping parents to understand not only child-raising and development, but also their important role as parents. As kindergarten teachers and parents work together, teachers experience some challenges in this collaboration.

Methodology: A qualitative narrative research methodology was selected for this study. A convenience sampling method was used, and invitations were sent to 11 kindergarten teachers at International (English-medium) schools in Thailand through the researcher’s professional and personal networks. Eight participants participated through in-depth structured open-ended interviews lasting for approximately 45 minutes. The interview protocol included five main structured questions covering: (1) Differences in kindergarten students and parents over the years; (2) Level of comfort in interacting with parents; (3) Challenges encountered when dealing with parents; (4) Impacts of parental challenges on teachers; and (5) Tips for dealing with parents.

Findings: Excel spreadsheets were used to compile and analyze the interview data, with clusters of similar codes being combined into categories as themes and sub-themes. Today’s kindergarteners are said to be less sociable and independent, preferring blogs and demonstrating less interest in reading books. Extensive exposure to today’s technology has resulted in shorter attention spans and lower fine motor skills. However, it has also resulted in more knowledgeable students, which has led to a need to revise curricula. Parents were said to be more demanding and straightforward, and some lack parenting skills. Numerous challenges included parental attitudes, language barriers, and dealing with difficult parents. These “Challenging Parents” were categorized as: Demanding and Micromanaging Parents, Uncooperative Parents, Unconcerned Parents, Comparing Parents, Parents who Idolize Their Children, and Denying Parents. The mental and emotional impacts of parental challenges were severe, causing teachers to be stressed out, overwhelmed, drained, burned-out, frightened, questioning their teaching abilities, or wanting to quit, with the situation much more challenging for newer teachers. The participants also shared tips on how to handle kindergarten parents, emphasizing proper use of communication techniques, genuine concern for children’s well-being, and seeking assistance from peers and superiors.

Contribution/Impact on Society: This study provided a voice for a small group of kindergarten teachers to express the emotional and psychological challenges that they face when interacting with parents. Their struggles continue, but the teachers also continue in their roles as educators. Their stories and insights are invaluable to kindergarten educators, principals, school administrators, and other readers who vicariously enter their classrooms to relive what they went through and admire their resilience. The findings offer valuable insights for school leaders, policymakers, and teacher-training institutions in strengthening support systems that promote teachers’ well-being and effective parent–teacher collaboration. The literature on teacher-parent dynamics in early childhood education is scant, and the results of this study help to fill this research gap.

Recommendations: This study provides a wealth of useful information regarding today’s kindergarten students for their teachers, principals, school leaders, and academicians. It is helpful as they plan and revise curricula not only for this age group, but for other educational levels as well. The kindergarten teachers were open and insightful regarding their many challenges and how those challenges have greatly impacted them mentally, emotionally, and spiritually. It is recommended that school leaders and principals carefully consider ways of reducing these parental challenges so that their impact on teachers will also be reduced accordingly.

Research Limitation: The main limitation of this study was the small number of participants (eight). Although ten teachers initially agreed to participate, two of them eventually withdrew from the study.

Future Research: Recommendations for further study include extending the study to investigate the challenges faced by elementary, middle school, and high school teachers. Since parents are less involved in children’s middle and high school studies, this topic could be expanded to include general challenges as well.

Revolutionizing Customer Experiences Through Technology Business Tools in the Cebu City Hospitality Sector

Ma. Sherrilyn D. Escala — 2026-03-23

Aim/Purpose: The study’s purpose was to examine the impact of emerging digital technologies on the Cebu City hospitality sector, a growing tourism hub where technological adoption is essential for maintaining competitiveness and customer satisfaction. While AI-driven personalization, blockchain integration, and Internet of Things (IoT) automation are reshaping service quality and operational efficiency globally, their collective impact on guest experiences in emerging economies remains underexplored. This gap is addressed by analyzing how these technologies influence customer perceptions and operational outcomes, considering demographic variations among international tourists, domestic travelers, and local visitors, and identifying key challenges to digital transformation in local contexts.

Introduction/Background: This paper addresses the gap in understanding how emerging digital technologies collectively shape customer experiences and operational efficiency within the hospitality sector, particularly in emerging tourism hubs such as Cebu City, the Philippines. While previous studies have often examined technologies such as AI, blockchain, and IoT individually, their synergistic effects in real-world service settings remain underexplored, especially in regions with diverse customer demographics. By employing a multidimensional analytical approach, this study investigated how technological innovations influence guest satisfaction and service quality, offering insights into optimizing digital adoption strategies to enhance competitiveness and meet evolving consumer expectations in the hospitality industry.

Methodology: A descriptive-correlational design was employed in this study to analyze the impact of AI, IoT, blockchain, IoT, and algorithm customization on guest satisfaction and loyalty in a hospitality setting in Cebu City. A validated survey was administered to 100 guests, including 40 tourists (40%), 25 transients (25%), 30 local visitors (30%), and 5 from other groups (5%). The survey instrument, verified for content and construct validity, achieved a high Cronbach’s Alpha of .957. Data were analyzed using descriptive statistics and multiple regression analysis to examine the relationship between technological innovations and guest satisfaction, with a p-value of ≤ .05 indicating significance.

Findings: The demographic profile predominantly consisted of young adults aged 21-30 (58%), with a significant majority being female (73%). Educational attainment among respondents was notably high, with 54% holding college degrees. Technological infrastructure readiness and customization algorithms received positive feedback, reflecting high levels of guest satisfaction with digital tools. Notably, the study identified significant positive relationships among AI-driven guest personalization, blockchain integration, and improvements in service quality, perceived product value, and overall guest experience. Conversely, the utilization of IoT demonstrated negative or negligible impacts, indicating the necessity for a more strategic and thoughtful approach to technology integration to maximize guest satisfaction.

Contribution/Impact on Society: This study enhances understanding of how emerging digital technologies, such as AI, blockchain, and customization algorithms, improve customer experiences and operational efficiency within the hospitality sector. By providing empirical insights from a technology-integrated hotel in a growing tourism hub, actionable guidance is offered for industry practitioners, technology developers, and policymakers aiming to optimize service delivery through innovation. The findings highlight the importance of digital readiness and strategic adoption of personalized technologies in shaping guest satisfaction, value creation, and competitive advantage. Ultimately, this research bridges the gap between digital transformation theory and practical application, contributing to sustainable growth in hospitality services, particularly in emerging economies.

Recommendations: Hospitality practitioners should prioritize strategic adoption of AI-driven personalization, blockchain integration, and customization algorithms to enhance guest experiences and service efficiency. Building digital infrastructure and addressing data privacy and ethical concerns are essential to fostering guest trust. Hotels should also invest in upskilling their workforce to support the transition toward tech-integrated service models. For future researchers, applying mixed-methods or Structural Equation Modeling (SEM) approaches could yield deeper insights into guest behavior and technology adoption dynamics. These steps will help ensure sustainable, personalized, and competitive hospitality services in digitally evolving markets like Cebu City.

Research Limitation: This study was limited by its quantitative, cross-sectional design, which captured guest perceptions at a single point in time within one hotel. While the sample provided reasonable representation, the results may not be generalizable to all hospitality contexts in Cebu City, particularly those with varying operational scales, digital maturity, and customer segments. The absence of qualitative insights also restricts the exploration of emotional and cognitive factors that drive guest satisfaction and technology acceptance. Furthermore, the study did not account for seasonal demand patterns, variations in staff performance, or service recovery scenarios, all of which may have shaped guest experiences. The exclusive reliance on self-reported data may have introduced response bias, and the lack of triangulation limits the depth of interpretation.

Future Research: Future studies should examine the long-term effects of AI and blockchain integration on customer loyalty, operational resilience, and brand equity across various hotel types and ownership models. Comparative research between urban and rural hospitality settings could reveal how digital infrastructure readiness and demographic diversity shape technology-enabled service delivery. Further, integrating employee perspectives and digital training assessments may offer a more holistic view of value co-creation within service ecosystems. Exploring cross-cultural guest expectations and service personalization standards could also refine digital strategy alignment in multi-market contexts. Additionally, incorporating real-time behavioral analytics, satisfaction tracking, and post-stay feedback systems could provide richer insights into personalization outcomes, adaptive service models, and continuous improvement mechanisms in hospitality innovation.