Journal of Perspectives in Education

The Internal Quality Assurance Performance of Schools under Narathiwat Primary Educational Service Area Office 1

2025-05-19T08:56:40+07:00

The independent study aimed to: (1) examine the level of internal quality assurance in educational institutions; (2) compare the internal quality assurance of educational institutions based on gender, administrative experience, and school size; and (3) synthesize problems and recommendations regarding internal quality assurance in schools under the Narathiwat Primary Educational Service Area Office 1. The sample consisted of 107 school administrators. The research instrument was a 45-item Likert-scale questionnaire, with content validity values ranging from .67 to 1.00 and a reliability coefficient of .978. The statistics used for data analysis included percentage, mean, standard deviation, t-test, and F-test. When significant differences were found, Scheffé’s method was employed for pairwise comparisons.

The results revealed that 1) School administrators demonstrated the highest overall level of internal quality assurance implementation. 2) Administrators with different genders and school sizes did not differ in their overall or domain-specific internal quality assurance practices. However, administrators with different levels of administrative experience showed statistically significant differences in overall internal quality assurance practices at the .01 level. 3)Regarding the problems, it was found that schools set excessively high targets for each educational standard, resulting in failure to meet the established goals. Additionally, the budget allocated to support the operations was insufficient, tasks were not completed within the planned timeframe, there was a lack of continuity in quality assurance monitoring and evaluation, and follow-up on operational results was inadequate. Teachers and school personnel also lacked adequate knowledge and understanding in preparing self-assessment reports. As for the recommendations, schools should clearly define appropriate performance targets according to the standards to ensure accurate implementation and goal achievement. Schools should also conduct budget analyses to ensure sufficient financial support for operations, prepare a comprehensive operational calendar, and use results to identify problems and obstacles. Collaborative discussions should be held to develop solutions, and recommendations should be applied to future improvements. Educational quality should be monitored and evaluated every semester to ensure continuity, with periodic follow-ups throughout the academic year. Additionally, training on the preparation of self-assessment reports should be provided to all teachers and school personnel.

The Model of Internal Quality Assurance Management in the Schools under Office of the Private Education Pattani Province

2025-05-18T14:49:41+07:00

The objectives of this research were: 1) to study the conditions and patterns of internal quality assurance management, and 2) to develop a model for internal quality assurance management for schools under the Pattani Provincial Private Education Office. The research was conducted in two phases. Phase 1 involved reviewing documents and related research on internal quality assurance management in educational institutions to identify key issues for interviews and to collect qualitative data. The research instrument was a semi-structured interview conducted with 11 informants. Data were analyzed using content analysis to develop a conceptual framework and draft the model. Phase 2 involved submitting the draft model of internal quality assurance management to three experts for validation through in-depth interviews. The validated model was then examined using empirical data. The questionnaire achieved a content validity index ranging from 0.67 to 1.00 and a reliability coefficient of .993. The finalized model was implemented with a sample of 160 participants. The statistics used for data analysis were mean and standard deviation.

The research findings revealed that:1)The conditions and patterns of internal quality assurance management for schools under the Pattani Provincial Private Education Office consisted of two components: Part 1: Internal quality assurance management process Part 2: Success conditions 2) The internal quality assurance management model for schools under the Pattani Provincial Private Education Office consists of the following components: 1. Internal Quality Assurance Process of Educational Institutions 1.1 Setting educational standards, goals, and performance indicators of the institution 1.2 Developing the educational management development plan of the institution 1.3 Implementing the educational management development plan 1.4 Evaluating and monitoring internal educational quality within the institution 1.5 Following up on operational results to improve the institution in accordance with educational quality standards 1.6 Preparing the institution’s self-assessment report(SAR) 1.7 Continuously improving educational quality, based on the PDCA (Plan–Do–Check–Act) management cycle 2) Success Conditions 2.1 Administrators collaborate with supervising agencies in supervision, monitoring, and ongoing evaluation of the internal quality assurance process. 2.2 Administrators demonstrate strong leadership Administrators build awareness among teachers and staff regarding responsibility and teamwork. 2.3 Administrators provide adequate budgetary support. 2.4 Administrators encourage personnel to gain knowledge and understanding of internal quality assurance and to engage in continuous self development. 2.5 Administrators promote teamwork. 2.6 Administrators encourage participation from all stakeholders in implementing internal quality assurance processes. The empirical data review indicated that the overall results and each aspect were rated at a high level.

The Multicultural Leadership of Learning Encouragement Center Administrators under the Narathiwat Provincial Office of Learning Encouragement

2025-11-03T11:14:22+07:00

The objectives of this study were 1) to study level of the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement, 2) to compare the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement, classified by gender, education level, and work experience, and 3) to compile recommendations for developing the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement. The sample of this study was 165 teachers from learning encouragement center under the Narathiwat Provincial Office of Learning Encouragement in academic year of 2023. The tool used in this study was a three-part questionnaire and statistics used for data analysis consisted of frequency, percentage, means, standard deviations, t-test, and f-test. When differences were found, Scheffe’s method was used for testing.

The results of the research showed that: 1) The level of the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement was overall at a high level. 2)The comparative result of the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement, classified by gender, education level, and work experience, overall was found no significant difference. 3) Recommendations for developing the multicultural leadership of learning encouragement center administrators under the Narathiwat Provincial Office of Learning Encouragement included; the administrators should accept cultural diversity, learn and correctly understand their own and other cultures, and avoid culturally inappropriate behaviors. The administrators should communicate amiably and use appropriate language. The administrators should be role models in fostering good relationships with everyone in the organization, promoting understanding, and listening to feedback. Moreover, organizing activities to bring unity and good relationships with the community, encouraging community involvement in continuous activities with educational institutions, promoting and supporting collaboration with network partners, and providing ongoing and regular opportunities for all sectors to cooperate with educational institutions should be considered.

Creative leadership of Educational Institution Administrators under The Narathiwat Provincial Office of Learning Encouragement

2025-05-18T15:22:33+07:00

The objectives of this research were 1) study the creative leadership of educational institution administrators the Office of under The Narathiwat Provincial Office of Learning Encouragement 2) compare the creative leadership of educational institution administrators the Office of under The Narathiwat Provincial Office of Learning Encouragement classified by gender, age, education level and work experience 3) process the recommendations of creative leadership of educational institution administrators the Office of under The Narathiwat Provincial Office of Learning Encouragement. The sample group used in this research was school administrators and teachers under the Narathiwat Provincial Office of Learning Encouragement, year 2023 for 162 people. The method used in this the questionnaire is divided into 3 parts. The statistics used in data analysis consisted of percentage, mean, standard deviation, t-test, F-test and Pearson Correlation, Found that there were differences it was tested by Scheffe's method.

Independent study found that: 1)Creative leadership of educational institution administrators the Office of under The Narathiwat Provincial Office of Learning Encouragement were found at a high level overall. 2) Comparative results of creative leadership of educational institution administrators the Office of under The Narathiwat Provincial Office of Learning Encouragement classified by gender, age, education level and work experience were found that Overall and each aspect differed without statistical significance.

Developing presentation techniques using social media, Presentation techniques course of 1st year Higher Vocational Certificate students in Marketing, Phatthalung Technical College Under the Office of the Vocational Education Commission

2025-05-18T15:37:36+07:00

Research on developing presentation techniques using social media Student presentation techniques course Higher Vocational Certificate Level, 1st year, Marketing Phatthalung Technical College Under the Office of the Vocational Education Commission. The objectives are to 1) To develop presentation techniques using social media. Presentation techniques course for first-year Higher Vocational Certificate students in Marketing. Phatthalung Technical College Under the Office of the Vocational Education Commission 2) To Evaluate social media use Presentation techniques course for first-year Higher Vocational Certificate students in Marketing. Phatthalung Technical College Under the Office of the Vocational Education Commission 3) To evaluate the academic achievement of students in the presentation techniques course. of first-year Higher Vocational Diploma students in the Marketing field. The sample used in the research was Higher Vocational Diploma students 1st year, Marketing Phatthalung Technical College Under the Office of the Vocational Education Commission, 20 people The tool used is a questionnaire. It has the characteristics of a 5-level rating scale (Rating Scale) with confidence values. (Reliability) for the whole version was equal to .98 in the pre-learning test. after learning Statistics used for analysis include mean (Mean), standard deviation (Standard Deviation).

The research results are summarized as follows: 1) Study of satisfaction levels regarding the use of social media Presentation techniques course for first-year Higher Vocational Certificate students in Marketing. Phatthalung Technical College Under the Office of the Vocational Education Commission It was found that there were 1 male respondent, accounting for 5 percent, and 19 female respondents, accounting for 95 percent. 2) Level of satisfaction with using social media Presentation techniques course of first-year Higher Vocational Certificate students in the Marketing field Phatthalung Technical College Overall under the Office of the Vocational Education Commission Each aspect was at a high level ( = 4.30, SD = .488). When considering each aspect, it was found that modernity was at a high level ( = 4.44, SD= .420), followed by interestingness. is at a high level ( = 4.43, SD= .426) and the ability to use media are at a high level ( = 4.30, SD= .618) respectively. 3)Academic achievement in the course Presentation Techniques of first-year Higher Vocational Certificate students in the field of Marketing. Phatthalung Technical College Under the Office of the Vocational Education Commission Overall pre-learning - post-learning scores found that 20 students took the pre-learning - post-learning test. It was found that the learning achievement of students in the subject Presentation Techniques Overall, the score was 77.75 percent and when looking at the students' academic achievement before learning. It was found that the score was 88.50 percent, an increase of 21.50 percent, showing that Navigating social media to be used in organizing teaching and learning in the course on presentation techniques. Makes the learning achievement of students more efficient.