MBU Roi Et Journal of Global Education Review

TEACHER DEVELOPMENT IN BRAIN-BASED LEARNING MANAGEMENT, BAN KHEELEK SCHOOL, MAHA SARAKHAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2026-04-02T14:47:30+07:00

The purposes of this research were: 1) To develop teachers’ knowledge and understanding of brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2; 2) To enhance teachers’ ability to implement brain-based learning management at Ban Khilek School under the same educational service area; 3) To investigate teachers’ satisfaction with their professional development in brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2; and 4) To examine students’ satisfaction with brain-based learning management at Ban Khilek School under the same office. The study involved six participants who served as both research collaborators and data providers. The research instruments included tests, questionnaires, evaluation forms, interview forms, observation forms, and meeting records. The statistical methods used for data analysis comprised percentage, mean, and standard deviation.

The findings revealed that: 1) In the first cycle, the development of teachers’ competence in brain-based learning management at Ban Khilek School under the Office of Maha Sarakham Primary Educational Service Area 2 was implemented through self-directed document study, workshops, and internal supervision. The results indicated that the participants’ knowledge and understanding of brain-based learning management significantly improved. Moreover, their ability to design brain-based learning lesson plans was rated at a high level, and their overall ability to implement brain-based learning management was also at a high level. 2) In the second cycle, the development of teachers’ competence in brain-based learning management at Ban Khilek School, through internal supervision strategies, showed that the participants achieved the highest level of ability in brain-based learning management. Furthermore, the participants expressed the highest level of satisfaction with their professional development in brain-based learning management, and the students demonstrated the highest level of satisfaction with the brain-based learning implementation.

TEACHER DEVELOPMENT IN PROBLEM-BASED LEARNING MANAGEMENT, BAN NON MUANG THA PHLAPPHLA SCHOOL MAHA SARAKHAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2026-04-02T14:58:23+07:00

The purposes of this research were to 1) Develop teachers’ knowledge and understanding of problem-based learning (PBL) at Ban Non Muang Tha Phlap Phla School, under the Maha Sarakham Primary Educational Service Area Office 2. 2) Enhance teachers’ ability to implement problem-based learning at the same school; study teachers’ satisfaction with professional development in problem-based learning at Ban Non Muang Tha Phlap Phla School; and investigate students’ satisfaction with problem-based learning at Ban Non Muang Tha Phlap Phla School, under the Maha Sarakham Primary Educational Service Area Office 2. The participants consisted of seven individuals, including five teachers who voluntarily participated in the development program and two key informants. The research instruments included a test, questionnaire, evaluation form, interview form, observation form, and meeting record. The statistical methods used in the study were percentage, mean, and standard deviation.

The findings revealed that: 1) In the first cycle, which employed strategies such as self-study of documents, workshops, and internal supervision, the participants demonstrated an increased knowledge and understanding of problem-based learning (PBL). Their ability to design problem-based learning lesson plans was at a high level, and their overall ability to implement problem-based learning was also rated at a high level. 2) In the second cycle, the development of teachers’ ability in problem-based learning through internal supervision indicated that the participants’ ability to implement problem-based learning remained at a high level. Furthermore, the participants’ overall satisfaction with the professional development program in problem-based learning was at the highest level, and the students’ satisfaction with problem-based learning was also at the highest level.

GUIDELINES FOR PROFESSIONAL LEARNING COMMUNITY MANAGEMENT OF BAN KHLONG THIP SCHOOL, SO PHISAI DISTRICT BUENG KAN PROVINCE

2026-04-02T15:04:55+07:00

This independent study examines the objectives are: 1) To study the current and desirable states of PLC management at Ban Khlong Thip School. 2) To identify key factors influencing PLC management at Ban Khlong Thip School. 3) To propose guidelines for managing the PLC at Ban Khlong Thip School, So Phisai District, Bueng Kan Province. The population consisted of one school administrator and 15 teachers and educational personnel. The purposive sampling group included one administrator, teachers, and educational personnel, totaling 10 participants. Data collection tools included a questionnaire and a focus group interview. The statistics used were mean, standard deviation, Priority Needs Index (PNI), and qualitative content analysis presented in narrative form.

The findings revealed that: 1) The current state of PLC management at Ban Khlong Thip School, based on the PDCA management cycle, was at a high level overall. The desirable state was also at a high level. The overall PNI value was 0.10. Among the PDCA steps, the highest PNI was in the Planning stage. 3) Guidelines for PLC management to enhance development, aligned with the PDCA cycle, included: Planning (Plan): Administrators and teachers jointly develop the PLC implementation plan by setting a shared vision, goals, and missions. Implementation (Do): Administrators and teachers act according to the shared vision, issue formal assignments for project leaders, and appoint committees to supervise and monitor activities continuously. Checking (Check): Administrators supervise, monitor, and evaluate the PLC, and foster a collegial working structure to support ongoing PLC development in the school. Improvement (Act): Administrators and teachers collaboratively reflect on the outcomes and use them to improve the PLC implementation plan for greater effectiveness.

PROGRAM TO ENHUNCE INNOVATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER KALASIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2026-04-02T15:10:07+07:00

The purposes of this research were: 1) to study the current and desirable conditions, the needs, and the guidelines for enhancing innovative leadership of school administrators, and 2) to develop and evaluate a program to enhance innovative leadership of school administrators under Kalasin Primary Educational Service Area 1. The sample consisted of 300 school administrators and teachers, obtained by stratified random sampling. Data were collected using rating scale questionnaire and semi-structured interviews. Statistics used in the analysis were mean, standard deviation, and the index of priority needs. Five experts, selected by purposive sampling, were engaged to evaluate the program using a suitability and feasibility assessment form.

The results showed that the current condition of innovative leadership of school administrators was at a moderate level, while the desirable condition was at the highest level. The needs were prioritized as follows: 1) innovative vision, 2) creating an innovative organizational climate, 3) leading change, and 4) innovative creativity. The developed program consisted of principles, objectives, content, development methods, and evaluation. The program contents were divided into 4 modules: innovative vision, creating an innovative organizational climate, leading change, and innovative creativity. The total duration of the program was 66 hours. The evaluation of the program indicated that both its appropriateness and feasibility were rated at the highest level.

TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE OFFICE OF SA KAEO PRIMARY EDUCATIONAL SERVICE AREA

2026-04-02T15:15:55+07:00

The objectives of this research were to 1) study the level of transformational leadership among school administrators and 2) compare the transformational leadership of school administrators under the Sa Kaeo Primary Educational Service Area. The sample group consisted of teachers under the Office of Sa Kaeo Primary Educational Service Area, resulting in a sample size of 346 individuals. Simple Random Sampling was employed to select the sample. The research instrument was a questionnaire administered to teachers, which demonstrated a reliability coefficient of 0.98. The statistics utilized for data analysis included the mean, standard deviation, t-test for independent samples, One-Way Analysis of Variance (ANOVA), and Scheffé's method for post-hoc pair-wise comparisons.

The Research Findings 1) the overall level of transformational leadership among school administrators under the Office of Sa Kaeo Primary Educational Service Area was found to be at the highest level. When considering individual aspects, the transformational leadership of administrators concerning technology demonstrated the highest mean score. 2) The results of the comparison of transformational leadership among school administrators under the Office of Sa Kaeo Primary Educational Service Area revealed the following: 2.1) There was no statistically significant difference in the opinions of male and female teachers regarding the transformational leadership of school administrators at the .05 level. 2.2) Teachers with different years of work experience also showed no statistically significant difference in their opinions regarding the transformational leadership of school administrators at the .05 level. 2.3) Teachers working in schools of different sizes exhibited no statistically significant difference in their opinions regarding the level of transformational leadership among school administrators at the .05 level.

DEVELOPMENT OF COOPERATIVE LEARNING MANAGEMENT USING STAD TECHNIQUE COMBINED WITH MULTIMEDIA TO ENHANCE LEARNING ACHIEVEMENT IN SCIENCE FOR GRADE 4 STUDENTS

2026-04-02T15:23:36+07:00

This research aimed to 1) study the effectiveness of cooperative learning group using STAD technique with multimedia to promote science learning achievement of Grade 4 students according to the criteria of 80/80, 2) compare the academic achievement of students before and after learning, and 3) study the students' satisfaction with cooperative learning group using STAD technique with multimedia. The sample consisted of Grade 4 students of Ban Nong Khu School, Maha Sarakham Primary Educational Service Area Office 1, Semester 2, Academic Year 2024, 1 classroom, totaling 18 students, who were selected by cluster random sampling. The research instruments were 1) STAD technique learning plan with multimedia, 2) achievement test with the reliability value of the whole version equal to 0.95, and 3) satisfaction questionnaire. The statistics used to analyze the data were percentage, mean, standard deviation, and one-group t-test.

The research results found that 1) the learning activities of the STAD cooperative group together with multimedia that promoted the students' science learning achievement were effective at 83.89/85.28, which was higher than the specified criteria of 80/80. 2) Students who received the learning activities of the STAD cooperative group together with multimedia had higher learning achievement after learning than before learning with statistical significance at the .05 level. And 3) Students were satisfied with the learning activities of the STAD cooperative group together with multimedia at the highest level overall.

DEVELOPMENT OF A CONSTRUCTIVIST-BASED INSTRUCTIONAL MODEL INTEGRATED WITH PROBLEM-BASED LEARNING TO ENHANCE PROBLEM-SOLVING ABILITY OF GRADE 4 STUDENTS

2026-04-02T15:30:22+07:00

This study aimed 1) to examine the current problems in instructional management and the essential competencies of Grade 4 students, 2) to develop an instructional model based on constructivism integrated with problem-based learning to enhance problem-solving abilities, 3) to implement the developed instructional model, and 4) to evaluate the effectiveness of the model. The target group consisted of 22 Grade 4 students enrolled in the 2024 academic year at Wat Buraphaphiram Municipal School. The research instruments included 1) lesson plans, 2) a questionnaire, 3) a quality assessment form, and (4) achievement and problem-solving tests. Quantitative data were analyzed using percentage, mean, standard deviation, and t-test, while qualitative data were analyzed through content analysis.

The findings revealed that: 1. The overall condition of instructional problems and essential student competencies of Grade 4 students was at a high level. 2. Experts’ opinions on the instructional model integrating constructivism and problem-based learning for promoting problem-solving ability at a high level. 3. Post-test scores of students’ problem-solving abilities were significantly higher than pre-test scores at the .05 level. 4. Post-test learning achievement scores were significantly higher than pre-test scores at the .05 level. 5. Students’ overall satisfaction with the constructivist and problem-based learning integrated instructional model was at the highest level.

A MODEL OF SCHOOL ADMINISTRATION INTEGRATING THE KING’S PHILOSOPHY TO ENHANCE STUDENTS’ CAREER EXPERIENCES AT BANDONGMUANG SCHOOL (DONGMUANGWITTAYA), UNDER THE UDON THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2026-04-02T15:39:52+07:00

The purposes of this research and development were to 1) Study basic information for set a model., employed the total population, 33 teachers and members of the basic education school committee, by purposive sampling. the group of informants interview 6 school administrators and teachers, by purposive sampling. 2) set a model, the informant group in connoisseurship of 9 experts, by purposive sampling. 3) implement a model, 28 teachers, by willing. 4) assessment a model, 58 are users and stakeholders. satisfaction assessment by 28 users. tools used in data collection including, the current condition questionnaire the desired condition questionnaire, interview form, connoisseurship issue questionnaire appropriateness,questionnaire feasibility, supervision and monitoring form, questionnaire appropriateness and usefulness, and a satisfaction questionnaire. the current condition and the desired condition form statistics used in data analysis are percentage. average and standard deviation, and priority needs index.

The results were as follows: 1) Study results basic information, current condition at medium level, desirable condition at the highest level, and the number one need Career Preparation Aspect. 2) Set results a model, consists of 6 parts: (1) principles, (2) objectives, (3)procedure, (4)management mechanism, (5) assessment guidelines, and (6) success conditions. assessment results on suitability at the highest level. and the manual was rated at the highest level of appropriateness. 3) The experimental results indicated that the condition after the implementation of the model was higher than before the implementation. and 4) evaluation results suitability the level of usefulness is at the highest level.

DEVELOPMENT OF CIRC COOPERATIVE LEARNING TECHNIQUES TO PROMOTE ENGLISH READING AND WRITING SKILLS OF GRADE 5 STUDENTS

2026-04-02T15:47:12+07:00

This research aimed to 1) develop cooperative learning using CIRC technique to promote English achievement of Grade 5 students to be effective according to the criterion of 75/75, 2) compare English achievement using CIRC cooperative learning technique with the criterion of 75 percent, and 3) study the satisfaction of Grade 5 students towards the cooperative learning using CIRC technique. The sample consisted of Grade 5/3 students from Panjarak School, under the Private Education Commission, in the second semester of the 2024 academic year, in one classroom, totaling 27 students, selected by cluster sampling. The research instruments included 1) lesson plans, 2) English achievement tests, and 3) questionnaires on satisfaction with the organization of cooperative learning activities using CIRC technique. The statistics used to analyze the data included mean, standard deviation, and one sample t-test.

The research results found that 1) the organization of collaborative learning activities using CIRC techniques that promoted English learning achievement of Grade 5 students was effective according to the criteria. 2) English learning achievement using CIRC collaborative learning techniques was higher than the criteria by 75 percent with statistical significance at the .01 level. 3) Overall satisfaction with the collaborative learning activities using CIRC techniques that promoted English learning achievement of Grade 5 students was at a high level.

DEVELOPING A PROGRAM TO ENHANCE CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE CHAIYAPHUM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

2026-04-02T15:53:33+07:00

This research aimed to 1) study the current conditions, desired conditions, and needs for creative leadership of school administrators under Chaiyaphum Primary Educational Service Area Office 3, and 2) develop a program to enhance creative leadership of school administrators under Chaiyaphum Primary Educational Service Area Office 3. A mixed-method research approach, the research is divided into two phases. Phase 1, Study the current conditions, desired conditions, and needs for enhancing creative leadership. The sample consisted of 127 school administrators selected through stratified random sampling. The research instrument was a questionnaire assessing both current and desired conditions. Phase 2, Develop a program to enhance creative leadership of school administrators under Chaiyaphum Primary Educational Service Area Office 3. The key informants comprised 3 administrators from schools recognized for their best practices, selected through purposive sampling. Five educational experts assessed the program’s suitability and feasibility, selected through purposive sampling. The research instruments included a semi-structured interview and an evaluation form for assessing the appropriateness and feasibility of the program. Statistics for data analysis include mean scores, standard deviation, and PNI_modified.

The research results were as follows: 1. The current state of creative leadership of school administrators under Chaiyaphum Primary Educational Service Area Office 3 was found to be at a high level overall. When analyzed by specific aspects, all dimensions were also at a m high level The desired state of creative leadership of school administrators was at the highest across all dimensions. The ranking of the essential needs for enhancing creative leadership from highest to lowest, was as follows: Creativity, Individualized Consideration, Vision, Flexibility and Adaptation, and Teamwork. 2. The developed program to enhance creative leadership of school administrators under Chaiyaphum Primary Educational Service Area Office 3 comprised five key components: (1) principles, (2) objectives, (3) content, (4) development methods, and (5) assessment and evaluation. The program was structured into five modules: Module 1: Vision, Module 2: Individualized Consideration, Module 3: Creativity, Module 4: Flexibility and Adaptation, and Module 5: Teamwork The evaluation results indicated that the program was rated as highly appropriate and highly feasible for implementation.

THE DEVELOPMENT OF THE PROGRAMS TO ENHANCE A CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE MAHA SARAKHAM

2026-04-08T13:00:58+07:00

The purposes of this research were: 1) to study the current and desirable conditions, the needs, and the guidelines for enhancing creative leadership of school administrators, and 2) to develop and evaluate a program to enhance creative leadership of school administrators in the secondary Educational Service Area office Maha Sarakham. The sample consisted of 317 school administrators and teachers, obtained by stratified random sampling. Data were collected using rating scale questionnaire and semi-structured interviews. Statistics used in the analysis was mean, standard deviation, and the index of priority needs. Five experts, selected by purposive sampling, were engaged to evaluate the program using a suitability and feasibility assessment form. Statistics for data analysis include mean scores, standard deviation, and PNI_modified.

The results of the research were as follows: 1) The results showed that the current condition of creative leadership of school administrators was at a moderate level , while the desirable condition was at the highest level. 2) The needs were prioritized as follows: (1) vision and thinking skills, (2) imagination, (3) trust, and (4) flexibility. The developed program consisted of principles, objectives, content, development methods, and evaluation. The program contents were divided into 4 modules: vision and thinking skills, imagination, trust and flexibility. The total duration of the program was 70 hours. The program was rated at the highest level of appropriateness, demonstrating its suitability and potential for practical implementation.

GUIDELINES FOR DEVELOPING PARTICIPATORY SCHOOL ADMINISTRATION UNDER THE MAHA SARAKHAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2026-04-08T13:08:07+07:00

This research aimed to 1) investigate the current conditions, desired conditions, and necessary needs for participatory school administration, and 2) develop guidelines for enhancing participation in school administration under the Maha Sarakham Primary Educational Service Area Office 1. A mixed methods approach was employed. In Phase 1, the quantitative study involved 301 participants, comprising 31 school administrators and 270 teachers, selected through stratified random sampling. The research instrument was a 35-item questionnaire covering five dimensions of participation: planning, decision-making, implementation, benefit sharing, and monitoring and evaluation, with an overall reliability coefficient (Cronbach’s Alpha) of 0.94. Quantitative data were analyzed using descriptive statistics, including mean, standard deviation, and frequency distribution, together with the Modified Priority Needs Index (PNI_Modified) to determine the priority of development needs across dimensions. Phase 2, qualitative study, utilized in-depth interviews with administrators and teachers from three schools recognized for best practices in participatory administration. Additionally, nine experts were purposefully selected to evaluate the appropriateness and feasibility of the developed guidelines. Qualitative data were analyzed using content analysis, involving categorization, thematic synthesis and narrative interpretation, while expert evaluation results were analyzed using descriptive statistics (mean, standard deviation, and frequency distribution).

The findings revealed that the overall level of participation in school administration was at a moderate level, with monitoring and evaluation having the highest mean score. The desired condition was at the highest level overall, with decision-making ranking highest among all dimensions. The greatest necessary need was identified in the implementation dimension (PNI_Modified = 0.42). The qualitative findings indicated that effective participatory administration should be grounded in active engagement at every stage, two-way communication, and trust-building among administrators, teachers, parents, and the community. Expert evaluation confirmed that the developed guidelines were highly appropriate and highly feasible for practical implementation.

GUIDELINES FOR PROMOTING MOTIVATION FOR SUPPORT STAFF TO SHIFT FROM ROUTINE WORK TO RESEARCH FACULTY OF HUMANITIES AND SOCIAL SCIENCES, KHON KAEN UNIVERSITY

2026-04-08T13:17:45+07:00

This research article aimed (1) to study the factors influencing research motivation among the support staff at the Faculty of Humanities and Social Sciences, Khon Kaen University, and (2) to develop guidelines for promoting their motivation to transition from routine work to research. The sample consisted of 35 university employees in support staff positions. Data were collected using a three-part questionnaire covering general characteristics, an analysis of motivation for integrating routine work into research, and open-ended questions. Descriptive statistics (percentage, mean, and standard deviation) were used for data analysis.

The key research findings are as follows: 1. Factors influencing research motivation were: (1) Institutional policies promoting institutional research, where staff showed the highest motivation (Mean = 3.09, S.D. = 0.89); (2) Experience and skills in conducting institutional research (Mean = 2.97, S.D. = 0.79); and (3) Enhanced knowledge in analyzing or defining institutional research problems (Mean = 2.63, S.D. = 0.55). 2. Guidelines for promoting motivation to integrate routine work into research included: (1) Organizing training to build knowledge and understanding of institutional research; (2) Providing equitable research funding; (3) Implementing a mentoring system (a "senior–junior support" model) for guidance and encouragement; and (4) Allocating sufficient budgetary support from administrators and supervisors to ensure adequate opportunities. Furthermore, motivation can be strengthened through knowledge-sharing activities and study visits to help staff recognize the importance and benefits of research both internally and externally.

GUIDELINES FOR DEVELOPING CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE OFFICE OF KHON KAEN PRIMARY EDUCATIONAL SERVICE AREA 3

2026-04-08T13:23:16+07:00

This research aimed to 1) investigate the components and indicators of creative leadership of school administrators, 2) examine the current conditions, desirable conditions, and priority needs of creative leadership, and 3) propose guidelines for developing creative leadership of school administrators. The study was conducted in three phases. Phase 1 identified the components and indicators through semi-structured interviews with five experts, and the data were analyzed using content analysis. Phase 2 examined the current and desirable conditions as well as priority needs. The sample consisted of 297 school administrators and teachers selected through stratified random sampling. Data were collected using a five-point Likert-scale questionnaire with a reliability coefficient of 0.91 and item discrimination indices ranging from 0.31 to 0.84. Descriptive statistics, including the mean and standard deviation, were used for data analysis. Phase 3 focused on developing and evaluating the development guidelines. Six key informants participated in guideline development, and nine experts evaluated the guidelines in terms of appropriateness and feasibility using semi-structured interviews and an evaluation form.

The findings revealed that creative leadership of school administrators comprised five components: vision, flexibility and adaptability, inspiration, teamwork, and imagination. Overall, the current condition was at a moderate level, whereas the desirable condition was at the highest level. The component with the highest priority development need was flexibility and adaptability. The proposed guidelines for developing creative leadership consisted of principles, objectives, content, development processes, and measurement and evaluation. The development process was grounded in the 70:20:10 learning model. Overall evaluation indicated that the guidelines demonstrated the highest level of appropriateness and feasibility.

SCHOOL ADMINISTRATOR COMPETENCIES IN THE NEW ERA AFFECTING ACTIVE LEARNING MANAGEMENT OF TEACHERS IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SISAKET YASOTHON

2026-04-08T13:32:20+07:00

The objectives of this research were to study (1) the level of competencies in the new era of school administrators; (2) the level of active learning management of teachers in schools; (3) the relationship between competencies in the new era of school administrators and active learning management of teachers in schools; and (4) competencies in the new era of school administrators affecting active learning management of teachers in schools under the Secondary Educational Service Area Office Si Sa Ket Yasothon. The research sample consisted of 342 teachers in the above-mentioned schools, obtained by stratified random sampling based on school size. The sample size was determined based on Krejcie and Morgan’s Sample Size Table. The employed research instrument was a questionnaire with reliability coefficients of .99 and .97, respectively. Statistics employed for data analysis were the percentage, mean, standard deviation, correlation coefficient, and simple linear regression analysis.

The research findings showed that (1) Overall, the competencies of school administrators in the new era were rated at the highest level; (2) Overall, the active learning management of teachers in schools was rated at the highest level; (3) the overall competencies in the new era of the school administrators correlated positively at the highest level with the overall active learning management of the teachers that was significant at the .01 level of statistical significance, with the correlation coefficient of .82; and (4) competencies in the new era of the school administrators affected active learning management of the teachers in schools under the Secondary Educational Service Area Office Si Sa Ket Yasothon significantly at the .01 level of statistical significance, with the predicting power of 67.40 percent.