Browsing by Author "Nathara Mhunpiew"
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ItemA leadership model for effective internationalization strategies in Thai higher education institutionsThis study aimed to develop a leadership model for effective internationalization (IZN) strategies in Thai higher education institutions(HEIs). The study was based on three objectives: 1) To explore the leading factors for internationalization strategies in the global higher education institutions, 2) To validate a proposed leadership model for effective internationalization strategies in Thai higher education institutions, and 3) To verify a leadership model for effective internationalization strategies in Thai higher education institutions. The mixed methods used for this study included documentary review, semi-structured interviews, expert validation, and a questionnaire. 21 experts validated a proposed leadership model for effective IZN strategies in Thai HEIs; it was verified by Three-Stage Least Squares (3SLS) Regressionof the results from the questionnaire survey on leadership factors and IZN strategies in two Thai private universities. The findings have shown that the experts validated in terms of suitability could apply five leadership factors and 15 IZN strategies toThai HEIs. In addition, other three components, comprising institutional vision, context, and policy and priority, are needed for the successful implementation of IZN. Besides, the results from verifying the modelreflect that all leadership factors have significantly influenced this leadership model.Since leadership in HEIs plays a very crucial role in enhancing effective IZN strategies to achieve their IZN goals. It is recommended that HEIs could use this study as an idea for developing their leadershipmodel for successful IZN strategies that fit their vision, contexts, and priority.
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ItemAn Application of the Instructional Leadership Model at Schools in the Kachin Area of MyanmarThe model is created to develop instructional leadership with the purpose of promoting the quality of teaching and learning and students’ achievement at schools in the Kachin area of Myanmar. Therefore, a development of an instructional leadership model will be applied to prepare the Kachin students for the 21st century. Thus, five projects, namely: (a) motivation for teachers and students; (b) managing teaching and learning; (c) developing collaborative culture; (d) relationship with other countries and inside the country; and (e) professional development for headmasters and teachers are created as an application of the model. The application is expected to prepare students from the present situation to reach the 21st century paradigm within three years.
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ItemAuthentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories into PracticesCharacter development must balance academic achievement. International school environments are diverse and multicultural settings, containing a learning-focused culture. This investigation constructs the sophisticated elements of authentic leadership and the complexities of the social cognitive theory as factors that produce a practical approach to character development in international schools. The research referenced solidifies this claim by providing evidence to the significance of this theory-based approach. The propose of this study is to draw attention to the importance of character development, identify the fundamentals of authentic leadership theory and social cognitive theory approach as they relate to character development, and present a conception on how to promote character development in international schools.
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ItemBrain Circulation: the Issue of Brain Drain and Brain GainNowadays in our modern society, globalization and advanced technology have led to new ways of learning. Until the end of the 20th century, learning occurred particularly through traditional way of learning such as in-class education. Students or learners did not have the choice in the way of learning – in-class or online – they had to go to class and learn in the classroom with teachers and other students. Since the end of the 20th century and the beginning of the 21st century new ways of learning have emerged: it is now possible in nowadays modernized society to study and learn outside the classroom thanks to new technologies including internet and social networks. This type of learning is commonly called ‘e-learning’ referring to online education. After reviewing documents, researches, dissertations and theses related to this topic, this article will aim at emphasizing the importance of online learning in today’s society, as well as the difficulties the latter is facing to be used, implemented and developed due to its ‘newness’. When it comes to comparing online education and traditional classroom learning, it seems that the key advantages of online education are flexibility, accessibility and availability at all times and places. These give learners the advantage to get connected to their education wherever they are and whenever they need to, which is not the case for traditional in-class learning. Therefore, online education should be nowadays implemented and developed as much as traditional education, considering its numerous long term advantages and benefits.
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ItemThe development of a strategic leadership model for teacher instructional competencies at the private higher education institutions in Mindanao, Philippines( 2021) Estudillo, Haide Mallorca ; Nathara MhunpiewThe purpose of the study was to develop a strategic leadership model for teacher instructional competencies at the private higher education institutions in Mindanao, Philippines. To achieve the six objectives of the study, the researcher employed the exploratory mixed-method research design by collecting substantial qualitative data from sources such as books, journals, online sources, and an interview. While the quantitative research design by collecting data using the survey questionnaire. There were 229 teachers and seven school leaders from private higher education institutions in Mindanao, Philippines, who participated in the study. Frequency counts, Percentage, Mean, Standard Deviation, Pearson's Correlation Coefficient, and Multiple Regression were used to analyze quantitative data, while a content (thematic) analysis used for qualitative data or interviews. The findings of the current strategic leadership practices of school leaders, as perceived by teachers are interpreted as high. Teachers find the Instructional Practices of the school leaders as high, while school leaders revealed most of their strategic leadership practices focused on Human Resource Management Practice. The current instructional competencies, as perceived by teachers, are interpreted as high. Among the three themes, teachers find their Personal Competence as high. While school leaders give priority to the development of teachers' Professional Competence. The seven factors affecting the strategic leadership practices of school leaders perceived by teachers as high. The top three factors include Organizational Culture, Organizational Values, and Leadership Competence. While, in the interview with school leaders, essential factors affecting strategic leadership practices include Resource Allocation, Teacher Satisfaction, and Teacher Commitment. A substantial positive relationship revealed between strategic leadership practices and teachers' instructional competencies of private higher education institutions. The researcher developed the strategic leadership model for teacher instructional competencies and validated by 12 experts. The model comprises of two major levels derived from the Multiple Regression test results as Leadership Competence with a p-value of 0.000 and Organizational Values with a p-value of 0.014 as significant factors.
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ItemDevelopment of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok(Latin American Journal of Content and Language Integrated Learning, 2014) Robert McBain ; Nathara MhunpiewThis paper presents a research project on content vocabulary instruction with a focus on the development of a model to improve vocabulary learning in a content and language integrated learning (CLIL) environment. The model was based on Cronbach's (1942) and Stahl and Fairbanks' (1986) theories of vocabulary learning, and culminating in a productive stage of specific vocabulary. The model also relates to the analysis of classroom discourse which highlights the importance of a student-centred learning approach, where emphasis is placed on encouraging students to progress more at their own pace and in their own time rather than the circumstances set by the teacher (in light of concerns over the amount of and frequent use of content vocabulary) while studying major theories in content-area studies.
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ItemA development of an academic leadership model for higher education in IndiaAcademic leadership is one of the major factors that can address the challenges of 21st century and subsequently enhance the quality of higher education. The aim of this study is to develop a model of academic leadership for higher education in India for which it has employed a sequential mixed methods strategy. Qualitative data gathered from the research literature is analyzed by recursive interim content analysis to explore academic leadership. The findings of content analysis are used to develop research instruments. The survey questionnaires collect quantitative data to identify expected and current academic leadership practices in India. Qualitative data is collected through semi-structured interviews. A mix of quantitative and qualitative data is arranged sequentially with the help of Priority Need Index (PNI) technique to determine the criticality and urgency of each component. A model has been developed as an output of the study. It has 14 academic leadership constructs presented under three major facets. The constructs are the key enablers to effective academic leadership. (1) organizational leadership: institutionalizing environmental sustainability, ensuring accountability, setting direction, building networks and relationships, managing diversity and promoting collaboration; (2) leading academics: faculty development, teaching and learning, academic freedom; (3) personal attributes: emotional competencies, knowledge, academic credibility and cognitive capabilities. The model is expected to be a stronghold for the existing and guideline for aspiring academic leaders to handle complex and challenging 21st century higher education institutes.
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ItemA DEVELOPMENT OF AN INSTRUCTIONAL LEADERSHIP MODEL FOR SCHOOLS IN THE KACHIN AREA OF MYANMARThe development of instructional leadership model is created to elevate the quality of teaching and learning for schools in the Kachin area of Myanmar. The study attempted to answer the research questions such as (1) what are the desirable characteristics of instructional leadership and the needs for school improvement?, (2) what are the current practices of the instructional leadership in schools?, (3) what are the expectations of the instructional leadership in schools?, and (4) what is the development of instructional leadership model that can be applied at the system of schools in the Kachin area of Myanmar? The researcher applied content analysis to the first step of study. The result showed ten factors of instructional leadership and four factors of transformational leadership which were used for developing the research instruments, questionnaire and interview questions. The questionnaires were distributed to 348 teachers and 16 headmasters at the schools in the Kachin area of Myanmar. The interview was conducted with three education officers and a director of central education department for the developing of the model. The findings indicated the priority of instructional leadership issues that need to be developed, such as motivation for teachers and students, managing teaching and learning, developing collaborative culture, relationship with other countries and inside the country and professional development for headmasters and teachers. These issues can be developed by application of an instructional leadership model at schools in the Kachin area of Myanmar.
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ItemDevelopment of praxis in enabling spiritual practices within a context of selected school in Northeastern ThailandThe objective of this research were: 1) to develop a praxis for enabling spiritual leadership, 2) to develop tools for assessment of the proposed praxis for enabling spiritual leadership, and 3) to analyze the relationship between the spiritual practices of the praxis for enabling spiritual leadership among teachers in Northeastern Thailand.Praxis is herein defined as intentional right actions executed and reflected upon for correction, learning, and growth. Research questions were: (1) What is the ideal praxis design to enable teachers' spiritual leadership? (2) How can the design of the proposed praxis for enabling spiritual leadership to be assessed? (3) What types of relationships exist between the spiritual practices of the praxis of enabling spiritual leadership? The first question was investigated with a qualitative meta-synthesis of selected studies from many different research disciplines. The researcher created a survey instrument in response to the second question. The third question was answered by data collected using the created survey, which was then analyzed using advanced statistical methods. The survey respondents were all teachers from Udon Thani, Thailand. The findings of this study determined the spiritual practices for enabling thepraxis as consisting of three sets of practices identified as belief, know, and do. The results of the statistical analysis of the collected data from participating teachers showed that the practices of beliefand knowledgeare drivers of the spiritual well-being associated with the practice of doing. Furthermore, findings indicated that knowingpartially mediates the positive relationship between believingand doing. This study proposes a unique way of filling a gap in current spiritual leadership research with detailed recommendations for obtaining the best results from spiritual practices.
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ItemTHE DEVELOPMENT OF PRINCIPAL LEADERSHIP MODEL AT INTERNATIONAL BACCALAUREATE SCHOOLS IN THAILANDThe main aim of this study was to identify principal leadership responsibilities to develop principal leadership model at International Baccalaureate schools in Thailand. Transformational and instructional leadership approaches along with both qualitative and quantitative elements from the research were used to create the model. The data was gathered from 145 teachers from IB authorized international schools in quantitative approach and three principals were interviewed in qualitative approach. The results from the average mean showed that there is significant difference between current and desirable practices of principals at IB schools. Thirteen responsibilities out of twenty one responsibilities were significantly different. The data from the interview method were analyzed by constant comparative method and the findings revealed four leadership dimensions along with four domains. They were mentioned as factors for student academic achievement by Marzano (2005). Results of this study confirmed the findings from the literature that student academic achievement is the result of great leadership by responsible principal.
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ItemA development of student leadership characteristic practice model at normal universities in Hebei Province, ChinaStudent leadership development provides students with opportunities to demonstrate and cultivate their leadership characteristics. In this research, the main purpose was to create a model for the development of student leadership characteristic practice at Normal Universities in Hebei Province of China. It applied both qualitative and quantitative methods. The researcher applied the content analysis about desirable student leadership characteristics in higher education. Skills, knowledge and attitude were crucial components of student leadership development, and the accomplished results of content analysis were validated by twenty-one experts. The researcher utilized survey questionnaires for data collection of 377 students, 243 teachers and 37 top-level administrators. The results of questionnaires, combined with interview data collection of 52 market employers of internship together as a reference revealed the areas that need urgent improvements. Student leadership theories and initial findings of first and second objective derived a preliminary model, after the experts’ validation and discussion; the researcher modified the nascent model until it became the final model. In the following step, the period of implementation included three months, which comprised student leadership conferences, local community service outreach, empowering leaders’ camp, co-curricular activities, and evaluation and feedback of student leadership characteristic practice, these called intervention program was developed based on the model. The results of differences between pre-test and post-test, which contained a total of 50 participants, proved that the model was undoubtedly effective with long-term significance. Eventually, the final model and the leadership training offered a potential programmatic option to help develop students as outstanding leaders.
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ItemThe Extracurricular that Promotes Student Learning Outcomes (SLOs): A study on Student Leaders at Assumption University of ThailandAccording to the quality of education in higher education institution, the component on student development activity is set as one of the quality assurance components that lead to the quality of graduates and the quality of the higher education institution. At Assumption University, the Student Learning Outcomes ( SLOs) are used as the target for student development, the creation of student development plan and the intervention methods or activities in each project are designed and applied in extracurricular for student development. As SLOs are presented in a form of statements indicate the expected results and objectives in each project on student activities. This study, therefore, the SLOs refer to the competencies of students that developed and performed after participating in the extracurricular provided by the University Student Affairs. Hence, this study aimed, (1) to explore the student learning outcomes of the extracurricular provided by the University Student Affairs, and ( 2) to identify the level of achievement of the Student Leaders on the learning outcomes. The 264 projects on student activities were analyzed for the learning outcomes by using the content analysis method. There were ten competencies found as the results of objective one; (1) communication, (2) motivation, (3) virtue ethics, ( 4) intercultural difference sensitivity, ( 5) emotional intelligence, (6) creativity management, (7) teamwork, (8) leadership, (9) discipline, and (10) management. Later, these ten competencies were developed into 42 questions for students’ self- assessment. The results retrieved from 675 respondents shown average score ( Mean) from 5- point rating- scale on the level of achievement on competencies from the highest to the lowest Mean as; virtue ethics 4. 40, communication 4. 36, intercultural difference sensitivity 4. 36, motivation 4.35, emotional intelligence 4.34, creativity management 4. 31, teamwork 4. 29, leadership 4. 26, discipline 4. 22 and management 4.18. The benefit of the study can be used in designing the extracurricular and the intervention method or activities for the student development. This is to be more concentration of students’ need and to promote the quality of students’ life for their development in the education system.
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ItemIncreasing instructors’ teaching innovation: a significant role of leaders in higher education institutions( 2020) Dan, Yi ; Surapee Sorajjakool ; Nathara MhunpiewIn the society of high-speed operation and extreme uncertainty nowadays, innovation becomes a pivotal contributor to enable us to keep up with the advancement of the changing world. In China’s universities, how to cultivate innovative talents has become a focus of education. Since the university is the place where instructors may be the most direct influence factor in the process of student training, their abilities in teaching innovation, which is affected by various factors including leaders who are the key decision-maker, are worthy of attention. Nevertheless, leaders, in reality, tend to place themselves in the secondary position of teaching innovation and neglect to provide necessary resources to support the learning. This paper infers the crucial role of university leaders in improving teaching innovation by analyzing the connotation, the importance, the influencing factors of teaching innovation, and recommendations. The recommendations provided for the university leaders to support instructors in consolidating the importance and procedure of teaching innovation through “GISS”, a guide of action that includes goal-setting, implementation, supporting, and sharing.
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ItemLeadership is skin deep: a new way of being through inside-out effect leadership and its strategies in teachingLeadership is a new way of being. Successful organizations and institutions are led by people who have certain qualities which are deeply rooted inside of them and when come into view are leading to solutions which lead to the development of the organization as well as its people. This inside-out effect of self and self- development can be a key of success for the leader to pave the way for more sustainable development in the organization as well as in its individual components. Inside out effect is a transformational change which occurs within a leader and reflects the beauty inside to the world outside by creating relationship in the process of his leadership. The main goal of the current paper is to review the way this internal process occurs and manifested in whole person called leader from different theoretical perspectives. Therefore, the current review is going to explore the concept of self and its role in self-leadership as well as to propose strategies for teacher leaders in enhancing their awareness on personal qualities in leading their classrooms.
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