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Item A Study of Teacher’s Competency for Conducting a Professional Development Program at a Catholic School in Thailand Using the Southeast Asia Teachers Competency Framework(Journal of Humanities and Social Sciences Nakhon Phanom University, 2023) Nathara Mhunpiew; Poonpilas AsavisanuThis research aimed to study the competency of teachers at a Catholic school in Thailand using Southeast Asia Teachers Competency Framework (SEA-TCF) as regional standardize measurement. The research divided into 2 phases: to investigate the level of teachers’ competency according to the framework, and to conduct the professional development program for improving the teachers’ competency. The sample group of the study consisted of 179 Thai and foreign teachers. The instrument used for data collecting was the Self-Rating Competency Checklist. The Confirmatory factor analysis (CFA) was used to construct the instrument quality. The over al reliability was at Cronbach's a of .942. The research results showed the level of teachers' competency in 4 aspects from the highest to the lowest respectively: becoming a better teacher every day (= 3.26), support and help students to learn (= 3.04), the community was engaged (= 2.99), and know and understand what to teach (= 2.92). The average of the 4 groups of competency was at the level that the teachers are able to do very well’ (= 3.05). In the second phase was a professional development program which conducted according to the result that found that the level of teachers’ competency need improvement. The result from testing pre and post-activity using a paired samples t-test found that the score was significantly different: pre-activity (= 2.17, S.D. = .88) and post-activity (= 3.88, S.D. = .61) when t(159) =-32.94, p=.00. This showed that the Self-Rating Competency Checklist using the SEA-TCF was a helpful tools for identifying areas of teacher improvement so the school can provided suitable professional development activities and can also create a collaboration and knowledge sharing between teachers and school staffItem A model to foster global citizenship characteristics of students in private international universities in Thailand(Kasetsart Journal of Social Sciences, 2023-12-15) Yvonne Wei; Nathara Mhunpiew; Veryuth BoonpramThe rationale of this paper is to understand the global citizenship concept from a Thai perspective. This study aimed to create a model to foster global citizenship characteristics development of students in private international universities in Thailand. The study applied an explanatory sequential mixed method design with qualitative data from the literature sources to create survey questionnaires and experts’ qualitative interview data to triangulate data to develop a model with activities that foster the development of global citizenship characteristics. The findings resulted in nine characteristics of global citizenship: value diversity, awareness of global issues, sense of belonging, critical thinking, a believer in change, active contributor, interconnectedness, sociability, and sustainable development. A model with activities was developed and verified by 15 experts working for higher educational institutions (HEIs) or international and non-profit organizations. In conclusion, the study confirmed the need for more critical thinking skills and awareness of global issues among university students in Thailand. Even though the quantitative result indicated two characteristics required need assessment, the study’s qualitative findings revealed that the model emphasizes the importance of developing all nine characteristics as a holistic view of global citizenship. Therefore, HEIs must focus on developing these characteristics for students to remain competitive in the 21st century’s global market.Item Increasing 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.Item Presentation of the Results of the Action Research for Teachers’ Professional Development at Assumption College Sriracha(2020) Nathara Mhunpiew; SarawutYuchompoo; Chanathip Adularee; Pantira Unarat; Siriwan Khamyon; Yi Dan; Guohui Mo; Juntong LiuItem The model of cultural communication in confucius institutes in Thailand(2020) Nathara Mhunpiew; Liu, JuntongThis paper discusses the current situation and the model of the Chinese cultural communication of the Confucius Institutes in Thailand, with an aim to sort out and analyze the current problems. Five aspects of cultural communication of Confucius Institutes in Thailand are analyzed using Lasswell's (1948) 5W model of communication. These five aspects are: communicators, audience, contents, media and effects, which correspond to “who”, “to whom”, “say what”, “through which channel” and “with what effects” of the 5W model respectively. Through analysis, the communicators are considered to be the most important factors affecting the effects of the cultural communication. As a result, modules of human resource management are used to analyze and discuss the four aspects of communicators: planning, recruitment, selection and professional development, in order to establish causes of problems associated with cultural communication. This paper established that Big Data and Internet of Things(IoT) should be used in the field of cultural communication of Confucius Institutes in Thailand, to solve the existing problems and improve the management efficiency.Item The relationship between teachers' perception towards their leadership capacity and school climate in the lovers of the cross of Ubon Ratchathani Schools, Thailand(2019) Watcharaporn Nakpansa; Yan, YeThe purpose of this research was to determine the relationship between teachers’ perceptions towards their leadership capacity and school climate in five selected schools under the leadership of the Lovers of the Cross of Ubon Ratchathani Congregation. The researcher used the high leadership capacity instrument adopted from Kujur (2016), and based on Lambert’s (2003) Leadership Capacity School Survey (LCSS), as well as the Schools’ Organizational Climate Survey (SOCS) adopted from Josaphat (2005). The results of this study showed that there was both a strong and significant relationship between the teachers’ perceptions towards their leadership capacity and their school climate in the respective schools. This study discussed those respective findings and found that school improvement and student achievement could be better facilitated by increasing teacher leadership capacity and improving the educational effectiveness through the implementation of a more conducive atmosphere for teaching and learning. The teachers and administrators were recommended to identify methods to develop and offer greater opportunities for teachers to facilitate shared ideas, enhance workplace engagement opportunities, develop methods of coherent discussion, as well as to assist and support each other to achieve the school goals. This research suggested that the achievement of these recommendations could be done by developing the communication within the learning community, engaging and inspiring students, collaborating more between shareholders to strengthen leadership capacities and to ultimately improve the school climate within the school. To facilitate this, it was proposed that teachers should revamp their teaching-learning processes through professional development and training, in order to raise teachers’ commitment and devotion to each individual learner.Item The Extracurricular that Promotes Student Learning Outcomes (SLOs): A study on Student Leaders at Assumption University of Thailand(2019) Nathara Mhunpiew; Pattana Jaroenwatanamongkol; Chamaiporn RongsirikulAccording 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.Item การพัฒนาพลเมืองไทยให้มีความเป็นพลเมืองโลกในประเทศไทยยุค 4.0(2561) ณธรา เหมือนปิ๋วบทความนี้มีความมุ่งหมายที่จะสรุปแนวคิดในการพัฒนาพลเมืองไทยให้มีความเป็น พลเมืองโลกในประเทศไทยยุค 4.0 ตามนโยบายของรัฐบาลที่มุ่งใช้นวัตกรรมเพื่อเพิ่มคุณค่า ทางเศรษฐกิจ (value-based-economy) ข้อมูลที่เกี่ยวข้องจากในประเทศและต่างประเทศ ภายใต้ประเด็นต่อไปนี้ (1) การศึกษาเพื่อความเป็นพลเมืองโลก (2) ทักษะในศตวรรษที่ 21 (3) รายงานของ OECD และ UNESCO เรื่องการศึกษาของประเทศไทย และ (4) นโยบาย การศึกษาในประเทศไทย ได้ถูกสรุปและนำเสนอ พบว่าสิ่งที่สำคัญที่สุดที่ช่วยให้ประเทศ พัฒนาและควรแก่การให้ความสำคัญคือ ต้นทุนทางด้านประชากร (human capital) สถานศึกษาควรให้ความสำคัญต่อการบูรณาการการจัดการศึกษาเพื่อความเป็นพลเมืองโลกควบคู่ กับกระบวนการการจัดการเรียนการสอนในหลักสูตร โดยมีเป้าหมายให้ผู้เรียนได้มีการพัฒนา คุณลักษณะของพลเมืองโลกใน 3 ด้าน คือ (1) ความรู้ความเข้าใจ (2) ทักษะด้านสติปัญญา และสังคม และ (3) ค่านิยมและทัศนคติที่มีต่อการเป็นพลเมืองโลก แนวทางต่อไปนี้นำเสนอ สำหรับนักเรียนไทยในโรงเรียนระดับการศึกษาขั้นพื้นฐานเพื่อช่วยพัฒนาความเป็นพลเมือง โลก ได้แก่ การให้ความรู้เรื่องความสำคัญของความเป็นพลเมืองโลก การออกแบบกิจกรรมยึด ตามเนื้อหาของหลักสูตรและความสนใจของผู้เรียน และการประเมินผลการเรียนการสอน จะทำเพื่อพัฒนาผู้เรียนเป็นสำคัญItem Support for Voluntary and Nonvoluntary Euthanasia: What Roles Do Conditions of Suffering and the Identity of the Terminally Ill Play?(2015) Ho, Robert; Natalie ChantagulThis study investigated the level of support for voluntary and nonvoluntary euthan- asia under three conditions of suffering (pain; debilitated nature of the body; burden on the family) experienced by oneself, a significant other, and a person in general. The sample consisted of 1,897 Thai adults (719 males, 1,178 females) who voluntarily filled in the study’s questionnaire. Initial multivariate analysis of variance indicated significant group (oneself, significant other, person in general) differences in level of support for voluntary and nonvoluntary euthanasia and under the three conditions of suffering. Multigroup path analysis conducted on the posited euthanasia model showed that the three conditions of suffering exerted differential direct and indirect influences on the support of voluntary and nonvoluntary euthanasia as a function of the identity of the person for whom euthanasia was being considered. The implica- tions of these findings are discussed.Item A Theoretical Synthesis of Knowledge Sharing and Educational Leadership for Sustaining Learning Communities(2013) Kanog-on RungrojngarmcharoenKnowledge is one of the crucial and dominant economic resources in order to obtain sustainable advantages in any community. The world is now shifting faster thanks to the advanced development of digital connectivity and increasing access to knowledge. Leaders of a community, society, or country must contemplate what factors concerned in the emergent era of valuable network that fosters learning communities. To some extent, learning communities benefit each individual member and the community as a whole as they generate economic prosperity as well as improve students’ academic and social achievement. They even enhance interdisciplinary studies in higher education levels. Hence, it is of essence to have a strong learning community which requires all stakeholders to actively participate in sharing common values, beliefs, and knowledge in order to pass on their wisdom from generation to generation and embracing a strong sense of loyalty and belonging among themselves, so as to achieve together both individual needs and shared missions of the community. With the aim of sustaining a learning community, it necessitates synthesizing the creative mechanism of knowledge sharing with the application of authentic educational leadership that encompasses a process of influencing, sharing knowledge of new concepts, practices, ideas, insights, abilities, and values for personal development and of facilitating ongoing learning, communicating certain values and useful information for people’s well-being in a community, enhancing academic progress, and inculcating sound awareness of continuous lifelong education. The purposes of this study through content analysis are to raise the awareness of the eminent power of sharing knowledge that requires a strong sense of educational leadership and to emphasize the significance of sustaining learning communities for the academic achievement of learners in particular and for the intellectual well-being of people in a community in general.Item An Application of the Instructional Leadership Model at Schools in the Kachin Area of Myanmar(David Publishing Company, 2014) Seng, Khun; Nathara MhunpiewThe 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.Item Social Networks as a Tool for Education: An Awareness of School Leaders(US-China Education Review A, 2015) Nathara Mhunpiew; Joseph PurayidathilBy nature, human beings look for knowledge and once he/she gets that, he/she shares it with others who are around him/her. So, it can be said that human beings are both information consumers and sharers. In the present world, social networks play an important role in human life. Studies reveal that human beings have adopted social media into their work, profession and so on, other than just communication and entertainment. Education is one of the fields that that adopted social media and new technologies to increase the course effectiveness. Social media can facilitate students in following professional societies, organizations, or faculty, as well as contributing discussion points or questions across a network. Nowadays, most of the schools have the technologies, but, if we analyze them, we will understand that they are presentational than interactive. This article gives the clear understanding about the social networks and its use in the field of education, and concludes with some important points for the consideration of the school leaders for the use of social networks in the field of education by making use all the potentials of social networks.Item Authentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories into Practices(US-China Education Review B, 2012) Jerome Banks; Nathara MhunpiewCharacter 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.Item Development 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.Item A Supervisor's Roles for Successful Thesis and Dissertation(US-China Education Review A, 2013) Nathara MhunpiewThe success of a thesis or a dissertation for a graduate student relies upon the roles of their supervisor. The student not only needs to be equipped with the knowledge, but also be able to manage others and external factors at the same time. The journey during the period of conducting research is mixed with various tasks. Five supportive roles of a supervisor involving the supervision system are specific technical support, boarder intellectual support, administrative support, management, and personal support brings about the output of the study. A supervisor's roles for successful thesis and dissertation is reported by using the survey on graduate students in the universities in Thailand providing for the current practices of supervisor and expectation of student towards the supervisor's roles. The reflection from the students' perspective can help develop relationship between supervisor and student for undertaking a successful thesis and dissertation.Item A student on teachers' followership styles and strategies for developing followership skills in Soochow University, Chaina(2008) Yan, YeThe study was conducted to identify teachers‘ followership styles at Soochow University; to identify the most important followership skills and characteristics; as well as the important followership skills that the university lacks in its training program as the teachers perceived at Soochow University, and to provide some key training themes and suggestions that will help develop teachers‘ followership skills at Soochow University. The examined population was comprised of 133 randomly selected instructors from seven different departments of Soochow University. The primary source of the data was a questionnaire including 3 parts of variables. The data obtained from the returned questionnaires were analyzed by frequency, percentage and content analysis. The study found that: (1) teachers‘ followership styles from the most often acted to the least acted at Soochow universities were: exemplary followership, pragmatist followership, alienated followership, conformist followership, and passive followership. (2) The top ten important followership skills and characteristics as perceived by the instructors from the sampled departments from the most important to the least are: responsibility; persistency in work; self-confidence; unity and cooperation; self-critical; objective on the facts; mind of participating; break through innovatively; mind of serving; and communication abilities. (3) Eight followership skills or characteristics that the university lacks most in its training program as the teachers perceived from the sampled departments ranking from the most to the least are: dare to speak out; flexibility; unity and cooperation; break through innovatively; persistency in work; selfless contribution; work without complaints; and responsibility. (4) Five suggested training activities are recommended to conduct at Soochow University including ―Followership Skills Development Training— Speaking up to the Leader‖; ―Followership Skills & Leadership Development Training— How to be flexible at work and whose responsibility‖; ―Quality Team Building—Unity and Cooperation‖; ―Strategic Leadership: Creativity and Innovation in Work—Break through innovatively", and "Values in Leadership and Followership—Persistency in Work; Selfless Contribution; Work without complaints; Responsibility", and so on.