The School Administration Affecting the Life Skill and Career of Students in the Opportunity Expansion School, Narathiwat Province, Thailand

The School Administration Affecting the Life Skill and Career of Students in the Opportunity Expansion School, Narathiwat Province, Thailand

Maromlee Ama and Kanokkorn Sirisuk

Faculty of Education, Songkhla Rajabhat University, 

Songkhla 90000, Thailand

                                                                                              Nang Aye Aye Htun

                                                                                              Seminer on Dissertation 143400

1) Background of the research

      This is a research to study the school administration that influenced the promotion of life skills and career of students of Educational Opportunity Expansion Schools in Narathiwat Province. 200 teachers who served as heads of four divisions in Educational Opportunity Expansion Schools in Narathiwat Province, were chosen with the purposive sampling technique for the sample. The data is collected by the five-scale questionnaires with reliability of 0.952. Statistics used for this research include percentage, mean, standard deviation, and stepwise multiple regression analysis. 

2) The researh objectives

          There are 3 research obejctives.

  1. To study the school administration of the school administrators at the Opportunity Expansion School in Narathiwat Province

2. To study the promotion of life skills and careers of students at the Opportunity Expansion School in Narathiwat Province

3. To study the school administration that affects the promotion of life skills and careers of students at the Opportunity Expansion School in Narathiwat Province

My comment: 

The objectives of this reseach is very clear. Moreover, each obejctives are related to each other and they are also in consistent with the title. 

3) Research Methodology

This research is a mix-method research which is a combination of both quantitative and qualitative research. The research tool is five-scale questionnair related to school administration and the promotion of students' life skills and career. The questionnair which included a checklist form and a 5-level rating scale with 62 items, was used to collect data.

Part 1 : General information of the respondents

Part 2: Teacher opinions test about school administrators' administration   

curricula development,

 teaching management,

 measurement and evaluation, 

development and moral enhancement,

 resource Management, 

investing in education, and coordination and networking.     

Part 3 : teachers opinion questionnaire on students' life skills and careers

 flexibility and adaptability, 

 initiative and self-guiding,

 social skills and cross-cultural learning,

 productivity and accountability, and 

 leadership and responsibility

My comment:

Since the data is collected with 5 scale questionnairs, I am concerned about the data reliability. And most importantly, all the questions are answered by the teachers' opinion only.

4) Research findings

1. The Opportunity Expansion School in Narathiwat Province, through the Educational Institution Administration of School Administrators, is at a high level overall and aspects.

2. In Narathiwat Province as a whole, the promotion of students' life skills and careers in schools is at an all-time high, boosting educational opportunities. 

3. The administration of educational institute administrators in Narathiwat Province has three variables that affect the promotion of life skills and careers of students in the Opportunity Expansion School, Narathiwat Province: Coordination and networking (Net), measurement and evaluation (Eva), and the development and morale enhancing (Enc). 

5) Strength and weakness of the research

Strength : Although the data is collected by the questinnaire, the researcher tried to cover a lot of areas which are very supportive for the obejctives. The researcher also compared the results and findings with the other research papers that are similiar to it. In addition, the recommendation which the reseracher add in the paper will be a great help for the further researches.

Weakness : Since it is just questionnairs and most importantly, the answers also also based on the teachers' opinion, I am concerned about the data reliabilty. In addition, all the participants were chosen with the purposive sampling method. 

6 ) What we have learned from the research

According to the findings, the school administration play a great role for the students life skills and future careers because they are the one who have the most right in managing and arranging the school curriculm and activities.

The Development of a Community Participation Model for Organizing Lifelong Education by Educational Institutions: A Participatory Action Research

Chittwadee Thongtua,Wirathep Pathumcharoenwatthana, Noppamonton Sibmuenpiam 

Chulalongkorn University

Journal of Education Studies Volume 42 Issue 0 Special Issue  (1-1-2014) 

Nutthakarn Onsawai

 143400 Seminar On Dissertation

Community participation in education is recognized as a valuable approach to enhance educational outcomes and foster a sense of engagement within communities. Lifelong education refers to learning opportunities that extend beyond formal schooling and encompass various stages of life. It is important to understand the conditions, factors, and models that facilitate community participation in lifelong education management to create an inclusive and effective educational environment.

The research have been motivated by the need to explore and identify the factors and conditions that influence community participation, as well as to develop a model that can guide educational institutions in promoting community involvement.

1.Research Objective

The research aims to accomplish three main objectives. 

1. To study the contexts and factors of community participation education management in educational institutions. 

2. To compare contexts and factors of community participation education in educational institutions. 

3. To develop a model of community participation in lifelong community education in educational institutions. 

◦Firstly, it intends to examine the conditions and factors associated with community participation in the management of lifelong education within local educational institutions. 

◦Secondly, it seeks to compare the factors influencing community participation in lifelong education across different educational institutions. 

◦Lastly, the research aims to develop a model of community participation for lifelong education within educational institutions using a participatory action research approach.

2. Research Questions and Type of research

Research question : "What are the conditions, factors, and model of community participation for lifelong education management in educational institutions?"

Type of research : A mixed methods research design involves combining both quantitative and qualitative data collection. 

The target population for the study was selected through purposive sampling, consisting of 1,846 individuals from reputable schools in sub-districts that were part of a project initiated by the OBEC (Office of the Basic Education Commission) in 2010.

◦Additionally, 25 individuals from one of these schools were chosen to participate in the participatory action research (PAR) process. 

◦The research employed various data collection instruments, including questionnaires, in-depth interviews, and focus group discussions. 

◦Computer programs and content analysis were used to analyze the collected data.

3. The research methodology

A mixed methods research design involves combining both quantitative and qualitative data collection. 

Phase	Step	Description
Phase 1	Theoretical framework design
	1.1 Documentation	Collect information from documents, textbooks, and related materials on community participation, lifelong education, etc.
	1.2 Research design	Formulate a research design based on the theoretical framework
	1.3 Presentation to experts	Present the research design to experts for evaluation and feedback
	1.4 Adjustment and revision of research design	Revise and modify the research design based on the suggestions and feedback provided by the experts
Phase 2	Review of the contexts and factors related to community participation in lifelong education management
	2.1 Research instrument development	Develop 1-5 rating scale questionnaires with an open-ended format.
	2.2 Revision of questionnaires	Supervisor and experts review and assess the questionnaires for content validity, completion, and inclusiveness.
	2.3 Pilot study	Conduct a pilot study with 30 pilot schools to investigate comprehensive questions and answers.
	2.4 Data collection	Administer questionnaires at a high standard school in a sub-district containing one of the project schools (182 schools). Collect information on community contexts and factors related to community participation in lifelong education management. Subjects include school administrators, subject head teachers, parental representatives, alumni representatives, scholars, community leaders, occupational group representatives, and voluntary groups from the community.
	2.5 Data analysis	Perform data analysis using computer programs to calculate frequency, percentage, mean, and standard deviation (S.D.). For closed-ended questions, qualitative data will be analyzed using content analysis, conceptualization, and induction analysis to sort data into categories and draw conclusions.
Phase 3	Analysis of results and design of the model
	3.1 Analysis of results from Phase 2	Analyze the data obtained from Phase 2, which includes information on community participation in lifelong educational management. Compare the factors of community participation among different types of educational institutions (primary schools, basic educational opportunity expansion schools, and secondary schools).
	3.2 Designing the model of community participation	Based on the analysis results, design a model of community participation in lifelong educational management. This model incorporates the identified factors and provides a framework for promoting effective community involvement in educational institutions.
Phase 4	Development and evaluation of the model using PAR
	4.1 Development of the model	Refine and further develop the model of community participation in lifelong educational management based on the findings from Phase 3.
	4.2 Evaluation of the model with Participatory Action Research (PAR)	Engage stakeholders, such as educators, community members, and relevant individuals, in the evaluation process using Participatory Action Research (PAR) methodology. Present and discuss the model with the participants, gathering their feedback and suggestions. Assess the effectiveness, feasibility, and practicality of the model in promoting community participation in lifelong educational management. Revise and improve the model based on the feedback received.

4. The strength and weakness of the research

Strengths:

1. Comprehensive approach: The research employs a comprehensive approach by considering various       aspects of community participation in lifelong education management. It examines conditions, factors, and develops a model, providing a holistic understanding of the topic.

2. Participatory Action Research (PAR): The use of PAR methodology is a strength as it actively involves stakeholders, such as educators and community members, in the research process. This participatory approach can enhance the relevance and applicability of the research findings.

3. Mixed methods approach: The research utilizes a mixed methods approach, combining quantitative and qualitative data collection and analysis methods. This approach allows for a deeper understanding of the research topic by capturing both numerical data and rich contextual information.

Weaknesses:

1. Limited Context: The research focuses on a specific context and sample, which may limit the generalize of the findings. The findings may be applicable primarily to the studied educational institutions and may not be representative of other settings.

2. Lack of external validation: It does not mention external validation or verification of the research findings. External validation through independent review of the study's results could enhance the reliability and credibility of the findings.

3. Potential bias in sampling: The use of purposive sampling may introduce bias in the selection of participants. It is essential to acknowledge and address any potential biases to ensure the research findings accurately reflect the perspectives of the broader community.

6.What we have learnt from this research?

From findings..

The developed model of community participation for lifelong education within educational institutions consisted of four components: 

a)Basic conditions for community participation, which encompassed educational organizers, target groups, knowledge provision, learning activity methodology, learning materials, educational objectives, community learning resources, and the benefits received by the community from their participation. 

b)Processes involved in community participation, including engagement in studying community-based information, brainstorming, planning, management, receiving benefits, and evaluating education management. 

c)Factors influencing the participation of educational institutions and the local community. 

d) Management of lifelong education within the educational institution.

Overall, this research highlights 

◦The significance of community participation in lifelong education management, 

◦Identifies factors that influence participation, and 

◦Provides a model to guide institutions in fostering community engagement. 

It emphasizes the value of participatory research approaches in addressing complex educational challenges and promoting inclusive decision-making processes.

Introduce a research : The effectiveness of Administration which applies the Sufficiency Economy Philosophy according to the Balanced Scorecard Perspective of St.Theresa International College.

 The effectiveness of Administration which applies the Sufficiency Economy Philosophy according to the Balanced Scorecard Perspective of St.Theresa International College.

Vichian Puncreobutr1* , Vipa Pengsaium **, Suphak Pibool * , and Orawan Chanchalor*

*Lecturer, Faculty of Education, St. Theresa International College, Nakhon-Nayok, Thailand. 

**Lecturer, Faculty of Nursing, St. Theresa International College, Nakhon-Nayok, Thailand. 

                                                                                                   143 400 Seminar on dissertation                                                                                                                   By Arpharanee Thaikla

https://drive.google.com/file/d/1_c6X34vuliBB24RogVlOWG7GUFcsopeY/view?usp=drive_link

Background of the Research  

         This research is a Mixed-Method research, that aims to study the administrative effectiveness of higher education institution administrators, arising from the application of the Sufficiency Economy philosophy according to the Balanced Scorecard perspective of St Theresa International College. The sample group consisted of 113 lecturers from 160 Lectures at St Theresa International College using the Krejcie & Morgan table. The instrument used was a questionnaire created by the researcher, with a discriminant index between .39-.81 and the reliability index of .89.  The statistics used were mean,        t-Test, and Pearson’s simple correlation moment. 

1. The research objective

       There are 5 Research objectives. 

            1. To study the application level of the Sufficiency Economy philosophy in the higher education institution administration of St Theresa International College. 

            2. To study the level of administrative effectiveness of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College. 

            3. To compare the application level of the Sufficiency Economy philosophy in the administration of higher education institutions of St Theresa International College, classified by nationality. 

            4. To compare the administrative effectiveness level of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College, classified by nationality. 

            5. To find the correlation between the application level of the Sufficiency Economy philosophy in higher education institution administration with the administrative effectiveness level of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College. 

            6. To study the administrative effectiveness of higher education institution administrators, arising from the application of the Sufficiency Economy philosophy according to the Balanced Scorecard perspective of St Theresa International College

           This research is a good one for the writing method of research objectives. These are consistent between the research title and research objectives, easy to read and understand. Although this research has no research questions, can guess the other topics. Not only research questions but also research hypotheses. 

            For Example, Research Objective No.1,2 related to the descriptive question.

                                   Research Objective No.3,4 ,6 related to the different question.

                                   Research Objective No.5 related to the relationship question.

                               

 2. Research question and type of research

This research has no research questions. Can you determine the research questions?

If want to research questions, I will determine as follow.

            1. What is the level of the Sufficiency Economy philosophy in the higher education institution administration of St Theresa International College? (Survey research)

            2. What is the level of administrative effectiveness of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College? (Survey research)

            3. What are the differences in the application level of the Sufficiency Economy philosophy in the administration of higher education institutions of St Theresa International College between Foreign lecturers and Thai lecturers? (Comparative research)

            4. What are the differences in the administrative effectiveness level of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College between Foreign lecturers and Thai lecturers? (Comparative research)

            5. Is there a relationship between the application level of the Sufficiency Economy philosophy in higher education institution administration and the administrative effectiveness level of higher education institutions according to the Balanced Scorecard perspective of St Theresa International College? (Correlational research) 

            6. Is there effectiveness of the administrative of higher education institution administrators, arising from the application of the Sufficiency Economy philosophy according to the Balanced Scorecard perspective of St Theresa International College? (Semi-Experimental research)

3. The research Methodology

This research is a Mixed-Method research.

1. Quantitative Research The research study population consisted of 160 lecturers from St Theresa International College. The sample group was selected using the simple random sampling method, where the number of samples needed was obtained from the Krejcie & Morgan table, a total of 113 people were sampled. Variables that were studied The independent variable is nationality, consisting of Thai nationality and other nationalities. 

    Dependent variables are: 1) The application of the Sufficiency Economy philosophy in the administration of higher education institutions, consisting of 5 aspects: the principle of moderation, the principle of rationality, the principle of immunity, conditions of the use of knowledge, and conditions of the use of morals. 2) The administrative effectiveness of higher education institutions according to the Balanced Scorecard perspective, consisting of 4 perspectives which are the learning and development perspective, the internal business perspective, the customer or service recipient perspective and the financial perspective. The instrument used was a questionnaire created by the researcher, with a discriminant index between .39-.81 and the reliability index of .89. The statistics used in the research were mean, t-Test and Pearson’s simple correlation moment. 

       The choice of variables for the quantitative research component is clear. The independent variable is nationality (Thai nationality and other nationalities), and the dependent variables are the application of the Sufficiency Economy philosophy in the administration of higher education institutions (consisting of 5 aspects) and the administrative effectiveness of higher education institutions according to the Balanced Scorecard perspective (consisting of 4 perspectives).

Using a researcher-created questionnaire is a common approach for measuring variables in quantitative research. The questionnaire's discriminant index and reliability index are mentioned, indicating that steps were taken to ensure the validity and reliability of the instrument.

However, it would be helpful to provide more details about the development and validation process of the questionnaire. For example, information on the process of item selection, pilot testing, and any statistical analyses conducted to assess the questionnaire's validity and reliability would enhance the description. The choice of statistical analyses, such as mean, t-Test, and Pearson’s correlation, is appropriate for examining relationships and differences between variables.

2. Qualitative Research: The researcher conducted this study by executing in-depth interviews with 5 institutional-level and faculty-level administrators, 19 lecturers who are in charge of the program, 38 students involved in organizing activities and from the student union, totaling up to 62 key informants

Qualitative Research:

          The use of in-depth interviews with key informants, including institutional-level and faculty-level administrators, lecturers, and students involved in organizing activities and the student union, is a suitable approach for gathering qualitative data. The sample size of 62 key informants seems reasonable for conducting in-depth interviews and gaining diverse perspectives.

          However, it would be helpful to mention how the key informants were selected or recruited for the interviews. Providing information on the criteria for selecting these individuals and any efforts made to ensure representation across different roles or perspectives would enhance the credibility of the qualitative research component.

4. The strength and weaknesses of the research

           The strength of this study is applying the Sufficiency Economy philosophy in the administration and using the BSC as an instrument. According to the results, the administrative effectiveness of the higher education institution administrators from the application of the Sufficiency Economy philosophy, in the 4 missions of higher education administration, namely, graduate production, research, providing academic services, and preserving arts and culture. That will benefit the academic administrators of the STIC to improve the administration. 

          The weakness of this study is an understanding of the Sufficiency Economy subject among foreign lectures. This may reduce the limitations of foreign lecturers. And a short amount of time for implementation. 

5. The research finding 

      1. St Theresa International College’s application of the Sufficiency Economy philosophy in the administration of higher education institutions is at a high level. 

      2. The effectiveness of higher education administration according to the Balanced Scorecard perspective of St Theresa International College is at a high level. 

       3. Lecturers with Thai nationality viewed that the level of applying the Sufficiency Economy philosophy in the higher education institution administration, of St Theresa International College, is higher compared to foreign lecturers. 

      4. Thai lecturers viewed that the administrative effectiveness level of higher education institutions, according to the Balanced Scorecard perspective of St Theresa International College, is higher compared to foreign lecturers. 

      5. The application level of the Sufficiency Economy philosophy in the administration of higher education institutions is correlated to the administrative effectiveness level of higher education institutions according to the Balanced Scorecard perspective. In general, there was a very high correlation, with statistical significance at the .01 level and a correlation coefficient of .872. 

      6. The administrative effectiveness of the higher education institution administrators from the application of the Sufficiency Economy philosophy, in the 4 missions of higher education administration, namely, graduate production, research, providing academic services, and preserving arts and culture. 

           The findings generally align with these objectives. The study concludes that the application level of the Sufficiency Economy philosophy in the administration of higher education institutions is high, and the administrative effectiveness according to the Balanced Scorecard perspective is also high. Additionally, the research explores the comparison of these levels based on nationality and identifies a correlation between the application level of the philosophy and administrative effectiveness. Therefore, the findings are consistent with the research objectives.https://drive.google.com/file/d/1_c6X34vuliBB24RogVlOWG7GUFcsopeY/view?usp=drive_link

INTRODUCE A RESEARCH : The Effectiveness of Administration which Applies the Sufficiency Economy Philosophy According to the Balanced Scorecard Perspective of St Theresa International College

                                                                                     BY...........ARPHARANEE THAIKLA

1. The research Objective 

2. Research Questions and Type of the Research

3. The research methodology

4. The strength and weaknesses of the research

5. The research finding

6. what we have learned from the Research.