Sisan, Boonchan
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Preferred name
Sisan, Boonchan
Alternative Name
Sisan, B.
Main Affiliation
Email
boonchan.si@kmitl.ac.th
5 results
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Item type:Publication, A confirmatory factor analysis model of servant leader of school director under the office of the Vocational Education Commission in Thailand(2017-11-01)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. - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Information and communication technology leadership of school administrators in Thailand(2019-04-01); 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Early childhood education: A confirmatory factor analysis concerning thai administrators’ creative administration(2019-01-01); 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Critical thinking skill development: Analysis of a new learning management model for Thai high schools(2018-01-01); 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.