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Factors Influencing Organizational Resilience in Secondary Schools: Applying Structural Equation Modelling Approach
(2026-01-01)
Vasayangkura, Thunphimol
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Sisan, Boonchan
This study aims to examine the causal links between the variables affecting organizational resilience in secondary schools. The study selected 500 participants through multi-stage random sampling, which included school directors, deputy directors and heads of the subject groups. To gather information, the study used a structured questionnaire with a 5-point rating system to evaluate the concepts of organizational resilience, stakeholder network, organizational learning, transformational leadership, and organizational culture. To assess validity, reliability, and the correlations between the variables, the data were examined using structural equation modeling. The results indicate that stakeholder network, organizational learning, transformational leadership, and organizational culture directly impact organizational resilience. Additionally, transformational leadership indirectly impact organizational resilience through organizational learning and organizational culture, whereas organizational learning indirectly influences organizational resilience through stakeholder network. Moreover, organizational culture indirectly impacts organizational resilience through organizational learning. The research's empirical results have significant ramifications that can be used to inform the development and enhancement of models intended to increase organizational resilience in educational settings.
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Organizational Commitment of Vocational College Personnel in Thailand: A Confirmatory Factor Analysis
(2024-12-24)
Saraviroj, Jitjan
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Sisan, Boonchan
;
Ratanaolarn, Thanin
Issues of personnel commitment and retention challenge many industries and have significant impact on educational institutions. The objective of this study of organizational commitment among vocational college personnel in Thailand is to examine the construct validity of theoretical data with empirical data using confirmatory factor analysis. The population and sample were teachers and personnel working in vocational educational institutions in Thailand, totaling 640 teachers and personnel from 651 educational institutions, a sample size determined by synthesized criteria and using multi-stage random sampling. The research instrument was a 5-level rating scale questionnaire, validated by 5 experts, and tested to have a confidence value of 0.89. Data were examined to appraise initial consistency before further analysis and evaluation of the specified statistics and criteria. The research results found that the model is consistent with the empirical data through the specified criteria, with all variables having weights that pass the analysis criteria and being statistically significant. Based on the factor analysis, it can be confirmed that the 4 elements of superior leadership, entrepreneurial characteristics, organizational culture of learning, and organizational commitment, along with their associated components, comprise the structure of organizational commitment among vocational college personnel in Thailand.
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Developing Student Executive Function Skills Through Teacher Learning Management
(2023-12-29)
Kamphinit, Phramaha Wachiravit
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Tungkunanan, Pariyaporn
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Sisan, Boonchan
This research investigated teacher learning management (TLM) approaches to promote student executive function (SEF) skills in higher education teacher development in Thailand. The informants were nine academic experts with 6-42 years each of TLM and SEF skill development and teaching expertise. The contents from the interviews were analyzed to summarize the essence and used in drafting an educator TLM plan to promote student executive function thinking skills. Data analysis used content analysis techniques consisting of four steps: data reduction, data formatting, conclusions, and confirmations. Results revealed that the teacher learning management methodology used in promoting SEF thinking skills consisted of five elements. These included 1) TLM definition problems, 2) setting goals for TLM, 3) determining content for TLM, 4) TLM implementation, and 5) TLM assessment. The study contributes to the literature that SEF skill education and development and teacher learning management are critical elements in a student teacher’s development and a nation’s future economic success and sustainability.
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Synthesis and Confirmatory Factor Analysis of Components of Functional Competencies of Heads of Departments
(2022-04-01)
Aebsapap, Teerasak
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Sisan, Boonchan
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Tungkunanan, Pariyaporn
This research project has the objective of synthesizing and doing confirmatory factor analysis of components of functional competencies of Heads of Departments of secondary schools under the Office of the Basic Education Commission in Thailand. The technique of the content analysis consists of 3 steps, namely, document synthesis, making inquiries on opinions and carrying out confirmatory factor analysis. The population is the head of the learning group at the secondary school level. The sample group was the head of the learning group at the secondary school level. under the Office of the Basic Education Commission, 500 people. The findings from the research are as follows. There are 7 components, namely, 1) Professionalism Development 2) Curriculum, Measurement and Evaluation of Learning 3) Educational Innovation and Information Technology 4) Intellectual Leadership 5) Quality Management 6) Learning Organization and 7) Professional Ethic. In addition, it is also found out that the development of Heads of Departments needs the clear identification of desirable characteristics in order to develop tools, direction or model that facilitate Heads of Departments to run activities for developing functional competencies of Heads of Departments to cover all dimensions, from personnel recruitment to development and retention. From an overview of secondary schools under the Office of the Basic Education Commission in Thailand, things that are important and necessary for the development of functional competencies of the Heads of Departments of secondary schools in Thailand are the components of the model, which are essential for the planning and development of the quality of Heads of Departments in the sustainable way.
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Information and communication technology leadership of school administrators in Thailand
(2019-04-01)
Apsorn, Amnat
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Sisan, Boonchan
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Tungkunanan, Pariyaporn
This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICT-related challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders.
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Early childhood education: A confirmatory factor analysis concerning thai administrators’ creative administration
(2019-01-01)
Pengruck, Luckana
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Boonphak, Kanchana
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Sisan, Boonchan
To succeed in the modern world, members of society must be adept at keeping pace with myriad, often unpredictable circumstances. As such, it is crucial that creative skills and thinking are cultivated at an early age. With these concerns in mind, we conducted a confirmatory factor analysis (CFA) regarding the creative administration by Thai administrators on early childhood education. Data were gathered through questionnaires given to 324 administrators and teachers working with students in early childhood education who were selected through a multi-stage random sampling technique. The data collection tool was a questionnaire with an Index of Item-Objective Congruence (IOC) of 0.60–1.00. Descriptive statistics were used including the mean (and standard deviation (S.D.). The findings from the CFA of the six significant factors for Thai administrators’ creative administration of early childhood education, ranked in most important to least important, were 1) creative measurement and evaluation (0.55), 2) creative resources and learning atmosphere development (0.50), 3) creative media and technology development (0.50), 4) creative research development (0.47), 5) creative learning process development (0.44), and 6) creative curriculum development at the early childhood level (0.34). All the factors corresponded with the empirical data and the results of this research can be applied by administrators of early childhood schools to improve the quality of education by recognizing the need to focus on creativity.
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Critical thinking skill development: Analysis of a new learning management model for Thai high schools
(2018-01-01)
Changwong, Ken
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Sukkamart, Aukkapong
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Sisan, Boonchan
Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the ‘PUSCU Model’. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor’s use of the developed learning materials.
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Enhancing Thai high school student critical thinking capability: A new learning management model
(2018-01-01)
Changwong, Ken
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Sukkamart, Aukkapong
;
Sisan, Boonchan
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A confirmatory factor analysis model of servant leader of school director under the office of the Vocational Education Commission in Thailand
(2017-11-01)
Sisan, Boonchan
This research aims to develop and examine the Goodness-of-Fit Index of Confirmatory Factor Analysis (CFA) in servant leader of school director under the Office of the Vocational Education Commission (OVEC). The result is based on the empirical data. The sample group consisted of 247 school directors under the OVEC. The samples were taken using Multi - Stage Sampling randomized technique. Research instrument was questionnaire which had 0.80 - 1.00 for item objective congruence, discriminative power with 0.46 - .80, and reliability of .95. The data analysed by Confirmatory Factor Analysis (CFA). The study shows the servant leader of school director under the OVEC consists of six factors: Appreciating of Others, Developing Others, Developing Community, moral Expressions, Supporting Leadership, and Using Leadership Together. The results of examination of the Goodness-of-Fit Index of Confirmatory Factor Analysis (CFA) found the model fit indexes based on the empirical data were =280.89; df=252; P-value=0.10204; Relative =1.11; RMSEA=0.022; NFI=0.98; RMR=0.016; SRMR=0.041; GFI=0.92; AGFI=0.89; NIF=0.98; IFI=1.00; CFI=1.00; CN=252.56. The factor loadings of six factors were from 0.73 - 0.94 and factor loadings of indicators were from -0.39 - 0.57.

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