Tungkunanan, Pariyaporn
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Preferred name
Tungkunanan, Pariyaporn
Alternative Name
Tungkunanan, P.
Main Affiliation
Email
pariyaporn.tu@kmitl.ac.th
17 results
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Item type:Publication, Strategies for developing educational management potential of sub-district administrative organization, Thailand(2017-02-01); Suwanchote, BamrungThe research has 3 objectives which are (1) to study the situation, strength, weakness, opportunity and threat of SAO education management, (2) to create the practical strategies for developing of SAO educational management potential and create guideline to introduce the strategies of SAO developing educational management potential in eastern region of Thailand, and (3) to improve the strategies for developing of SAO educational management potential in Eastern Region of Thailand and the way to use the practical strategies. The research found that there were 9 strategies for SAO developing educational management potential in Eastern Region of Thailand and there were 7 practical guidelines for the developing educational management potential in this region. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Best educational management practices of Thai provincial and municipality administrators(2017-02-01); Suntrayuth, DhornThis research aimed to identify best practices in the educational management characteristics and practices of Thai provincial and municipalities’ administrations with data being collected by use of in-depth interviews with 9 award winning educational executives from both provincial and municipal administrations. Four main issues were part of the research including (1) the general characteristics of these award winning educational administrators; (2) specific criteria needed to do an exceptional job; (3) knowledge about general systems theory and finally (4) outstanding performance. The results showed that (1) the individuals shared a common vision of how education can improve the quality of life; (2) Eight items were also identified as good management principles which were, rule of law, core moral values, responsibility, transparency, participation, effectiveness, performance and equality; (3) Good education management administration also depends on participation and; (4) Outstanding performance furthermore depends on the quality of life and the quality of the local environment. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Components of Chinese Language Teacher’s Functional Competencies: A Confirmatory Factor Analysis(2020-01-01); This quantitative study was aimed at factor analysis of Chinese language teacher’s functional competencies in Thai schools of Basic Education. The samples were collected with stratified random sampling technique, totaling 500 Chinese language teachers in schools of the Basic Education Commission, Ministry of Education in Thailand. The research instrument was the questionnaire with its reliability value of 0.96. The statistical analysis consisted of Confirmatory Factor Analysis (CFA), means (M), and standard deviation (S.D.). The data for analysis were the seven components of Chinese language teacher’s functional competencies including: 1) Chinese Curriculum and Curriculum Development; 2) Creation of a Conducive Classroom Environment; 3) Psychology of Learning; 4) Development of Teacher Professionalism; 5) Communication Skills and Knowledge; 6) Understanding of Multiculturalism; and 7) ICT for Instructional Media Production. The findings presented that the components of Chinese language teacher’s functional competencies correspond significantly with empirical data by a CFA (χ2-test=0.81, χ2 /df= 0.12, RMR=0.00, GFI=1.00, AGFI=0.99, RMSEA=0.00).2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The causes of student dropout from dual vocational education (Dve): An empirical study in thailand(2020-01-01)In Thailand, focus on the dual vocational education (DVE) program is an important policy that the government encourages in parallel with driving national development, according to the principles of Thailand 4.0. However, the dropping out of DVE students is still ongoing. The government and the industrial and service sectors will, therefore, suffer economic loss through waste of investment in education coupled with economic loss to the country in various ways. Therefore, this study aimed to find the causes of student dropout from DVE programs in Thailand by using qualitative method research with in-depth interviews with 40 key informants, covering four regions of Thailand, who are stakeholders in the DVE system. The data were analysed thematically by the three-step research process for qualitative lesson research. The research results show that the causes of student dropout from DVE programs are mainly because DVE students of certificate level, age between 16-18 years old, have low maturity in the control of emotions, adaptation to society, and making rational decisions to solve problems, followed by establishments in Thailand not yet understanding the patterns, procedures, or processes of DVE as they should; the third cause is family, because student family conditions may affect the mind and concentration of the student, and the last one are vocational training schools, who may have policies, systems, regulations, and guidelines for managing DVE that are unclear or not as conducive to success for DVE students. Therefore, teachers, establishments, students, and parents should bring research results to create a system for the screening, preventing, and solving problems of student dropout from DVE programs and reducing the waste of investment in education by the state and economic losses to the country.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Management of promoting agriculture subjects through KLUAYTOD Model in an elementary school in Namnao, Phetchabun, Thailand(2022-05-01); ; KLUAYTOD model was designed to develop and promote school agricultural learning and agricultural careers in the community. The participation in school development through the said activities which were consistent and in accordance with the community demand which was found at the highest level (x = 4.68). The school agricultural activities included organic vegetables gardening, herbal plants growing, rearing of animals such as egg-laying chicken, native chicken, frog, deer, and catfish (in a circular cement pond). Meanwhile, the agricultural careers in the community are promoted by the school for students, school personnel, and interested people which planted vegetable gardening, growing of maize, sweet tamarind, organic vegetable, highland temperate vegetable, para rubber, cut flower, and animal domestication, respectively. All these activities were practised in Namnao, Phetchaboon, Thailand. The integration of agricultural learning facilitations under the guidelines of KLUAYTOD model comprised of 7 main components: “courage”, “taking action”, “discipline and culture”, “sustainability”, “technology”, “quality organization”, and “good outcomes”. The model was tried out for the academic year of 2017-2018. There was a statistically significant difference at 0.05 of learning achievement before and after using the model. The 7 activities could develop students’ learning achievement effectively. Overall, the informants were satisfied at a high level in terms of agricultural learning activities and promoted agricultural careers in the community (x = 4.00 and 3.88). The sample groups were highly preferred organic vegetable gardening/egg-laying chicken rearing (x = 4.38 and 4.25) and herbal plant/maize growing (x = 4.46 and 4.32d). The said model was similarly appropriated and possibly adaptable for sustainable school development (x = 4.32). Moreover, the sample groups were satisfied with the experiment by the stakeholders at a high level (x = 3.99). The components such as “courage” (x = 4.48), “taking action” (x = 4.25), and “good outcomes (x = 4.25) were recorded at a highest level.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Factors supporting an information technology management: Teachers in primary schools in Thailand(2017-01-01); Anukulwech, AbhichatThe objectives of this research were (1) to study the authentic situation of the Information Technology Management of Teachers in Primary Schools in Thailand (2) to study the factors supporting the Information Technology Management of Teachers in Primary Schools in Thailand. The sample group consisted of 165 teachers, teaching in primary schools under the office of the basic education commission (OBEC) in Thailand in 2016 The samples were taken using Multi - Stage Sampling randomized technique. Data were collected by using questionnaire include 101 questions from 6 factors in which the questionnaires were approved content validity from experts at level of 0.95 and 0.97, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (S.D), and Stepwise Multiple Regression Analysis. The study revealed that (1) the authentic situation of the nformation Technology Management was found at "very often" level for the operation of the information technology management ! = 4.09 and S.D.= 0.47 and (2) the factors that support the Information Technology Management consisting of the hardware factors and the people factor. The percentage was 28.80 and 32.70 consecutively, and shown the raw score and standard score was found from this formula Y = 1.989 +.322(X1) +.178(X6) Z =.363(X1) +.262(X6).2 - Some of the metrics are blocked by yourconsent settings
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.5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Addressing the Priority Needs of Educators in Delivering Sexuality Education to High School Students with Intellectual Disabilities(2025-01-01); The study assessed sexuality health education management for secondary school students with intellectual disabilities in Thai specialized schools. It utilized a mixed-methods approach including a quantitative study via questionnaires and a qualitative analysis through in-depth interviews with teachers and experts. From use of the Priority Needs Index Modified (PNI<inf>Modified</inf>) identification of the highest priority requirements showed that media characteristics understanding, media usage readiness, and content substance were most essential. Effective learning management requires easy-to-use media with stimulating visuals and understandable content. Teachers need expertise in media, teaching techniques, and technology. Results provide insights tailored for sexuality health education for students with intellectual disabilities.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Developing Student Executive Function Skills Through Teacher Learning Management(2023-12-29); 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.2