Journal of Vocational Education Innovation

Curriculum Needs Assessment to Enhance Professional Competency Development of Child Care Teachers at Child Development Centers under Local Government Organizations, Thailand

2025-08-21T14:31:07+07:00

The research objectives were to study needs assessment, needs priority, and suggestions for professional competency development of child care teachers at child development centers under local government organizations. The study sample comprised 397 child care teachers. Research tools were a questionnaire and a focus group discussion guideline. Data analysis employed the techniques of frequency distribution, percentage, mean, standard deviation, paired-sample t-test, Modified Priority Needs Index, and content analysis. Research results are the following: 1) the means of the practice of professional competency development of child care teachers in real and expected conditions are different at .01 statistical significance in all dimensions -- indicating the needs of child care teachers for training in all dimensions of professional competency development; 2) needs priority for development in descending order are learner's development, curriculum and teaching management, quality service, and morality and ethics; 3) key suggestions for competency development are 3.1) teacher development enabling actual new learning process management techniques suitable for the 21^st Century such as Web-Based Learning, Project-Based Learning, Student-Centered Learning, Self-Directed Learning, Collaborative Learning, and Problem-Based Learning; 3.2) development on learning and innovation skills suitable for 21^st Century real life -- 4C's : creativity and innovation, critical thinking and problem solving, communication, and collaboration; and 3.3) development of curriculum and learning as (1) vision formulation oriented to 4C's, (2) community of collaboration building among stakeholders to feel ownership by shared vision design, (3) child development center system building for shared vision towards 4C's; (4) making 4C's as professional development framework, (5) injecting 4C's in curriculum and evaluation, (6) encouraging all teachers to instruct according to 4C's, and (7) building sustainable 4C's development culture.

Enhancing Pre-Service Teachers' Learning of Instructional Strategies in Early Childhood Education through the Integration of Mind Maps and Bloom's Taxonomy

2025-08-21T14:42:19+07:00

This study aimed to enhance the learning of instructional strategies in early childhood education for pre-service teachers through the integration of mind maps and Bloom's Taxonomy. It involved an experimental group (N=50) and a control group (N=50). The results showed that before the intervention, there was no statistically significant difference in mean scores (Sig.> 0.05). However, after the intervention, the mean score of the experimental group was significantly higher than the control group (Sig. < 0.05) in terms of measured learning achievement, indicating the positive impact of the integration. Furthermore, the analysis highlights the significant impact of students' pre-test scores, the type of group, and the mode of attendance on their post-test performance. Additionally, the integration of mind maps and Bloom's Taxonomy was perceived to enhance pre-service teachers' understanding and selection of instructional strategies, problem-solving skills, and instructional design capabilities, potentially leading to increased confidence and efficiency in their teaching abilities, as indicated by the survey responses.

Needs Assessment of Learning Leadership Development for Secondary School Administrators

2025-08-21T14:48:17+07:00

The research objectives were to assess the needs and guidelines of learning development for secondary school administrators. The target group consisted of 410 principals and assistant principals of secondary schools under the Office of Basic Education Commission (OBEC). The sample group was derived with a stratified random sampling technique. The data collecting tool was a 5-level rating scale questionnaire asking present and desirable conditions. The tool had the reliability of 0.92 and 0.96 respectively. Analytical data statistics were mean, percentage, and Modified Priority Needs Index (PNI_modified) The findings are as the present condition of learning leadership of school administrators under the Secondary Educational Service Area Offices as a whole is at medium level. The desirable condition is at the highest level. The development needs exist in all dimensions. The Team Learning dimension has the development needs at the highest (PNI_modified = 0.38). The needs in descending order are Self-Directed Learning (PNI_modified = 0.37), Integrating Pluralism (PNI_modified = 0.36), Context-Oriented Transformation (PNI_modified = 0.34), Employing Facilitating Technology and Innovation Learning in Digital (PNI_modified = 0.33), and Creativity and Courage (PNI_modified = 0.32). And learning leadership development guideline for secondary school principals consists of (1) development ratio 70:20:10 – 70 percent on the job training and off the job training, 20 percent on PLC (professional learning community) and personal feedback, and 10 percent on training; (2) development phases – phase 1 training, phase 2 integration with work practice, and phase 3 follow up and evaluation.

Model Development of Community Participation to Promote Life and Modern Agriculture Career Skills in Schools

2025-08-21T14:53:35+07:00

This research and development study was to explore the present and desirable conditions and needs of community participation, and develop a model of community participation. The two-phase study comprised the following. 1) Exploring present and desirable conditions from the sample of 388 schools with 1,940 respondents. The target group consisted of 4 best practice organizations and experts. Data collection tools were a questionnaire, a multi-case study form, and an interview form. 2) Developing the model with experts and model confirmation by connoisseurship using an evaluation form and a checklist form. The data were analyzed with descriptive statistics, PNI_modified technique, and content analysis. The findings are the following. The present condition for community participation is at a medium level of practice. The desirable condition is at a very high level. Community participation is required in all items. The model comprises 1) analysis of school condition with shared policy and vision with community; 2) community process including brainstorming, planning, taking action, monitoring, mutual benefits, and network building; 3) evaluation for life and modern agriculture career skills including building relations with others, problem solving, communication, creativity on innovation and technological application, and sufficiency; and 4) feedback on suitability and possibility at very high and high model approval.

Effectiveness of the 4MAT Model in Developing the English Spelling Skills of grade 8 students, Thailand

2025-08-21T14:59:36+07:00

The purpose of this research was to construct an instructional method for developing English spelling skills by using the 4MAT model entitled "In the Garden" for grade 8 students of Khamkaen Nakorn School. The level of student’ satisfaction was also studied. The sample of this research comprised 30 grade 8 students in the first semester of the 2024 academic year at Khamkaen Nakorn School, Khon Kaen Province. While the independent variable was 4MAT model learning, the dependent variables were 1) the effectiveness of English vocabulary spelling skills, and 2) The students’ satisfaction with 4MAT model learning. The research instruments consisted of two units of vocabulary activities or games and procedures, a vocabulary post-test, and a satisfaction questionnaire. The data were analyzed by percentage, mean (), and standard deviation (SD). The results of this research were l) the effectiveness of the 4MAT model in developing the English spelling skill was 80/73.67, and 2) students’ satisfaction towards the instructional package was at the high level.

Modern Leadership for Thai Vocational Education Management

2025-09-18T08:30:01+07:00

The study of modern leadership for Thai vocational education management under new complex challenges, digital transformation, labor market changes and artificial intelligence (AI) technology that is revolutionizing all sectors of society, found that the key components of modern leadership for Thai vocational education management consist of: 1) Vision - the expression of vocational education administrators in envisioning the future that leads to changes aimed at excellence; 2) Flexibility - the expression of vocational education administrators showing the ability to think freely and find answers, not bound by rules or familiarity, adapting to various situations, and being open to new challenging ideas; 3) Communication - the ability to communicate in multiple dimensions between administrators, teachers, and students, emphasizing transparent, easily understood communication that responds to the needs of message recipients in the digital age, with proactive communication that can adapt to rapid changes; and 4) Digital Technology - the ability to effectively integrate modern technology, especially AI technology, having digital knowledge and skills to lead organizational transformation, create learning environments conducive to learning, develop curricula that meet labor market demands in the Industry 4.0 era, being an innovator who dares to experiment with new technologies, and having a lifelong learning spirit to keep pace with rapidly changing artificial intelligence technology.