Journal of Community Development Research (Humanities and Social Sciences)

Regulations

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Regulations

Application

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Application

Editorial Board English

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Editorial Board English

Back Cover

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Back Cover

Front Cover

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Front Cover

Editorial Board

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Editorial Board

Editorial Note

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Editorial Note

Content

Journal of Community Development Research (Humanities and Social Sciences) — Tue, 10 Mar 2026 00:00:00 +0700

Content

Cultural Perspectives on Compliment Responses: A Comparative Study of Thai Non-English Majors and Native English Speakers

Payung Cedar, Suwimol Jaiyote — Tue, 10 Mar 2026 00:00:00 +0700

This study examines cross-cultural differences in the use of English-language Compliment Response (CR) strategies by Thai non-English majors and American native English speakers, aiming to deepen understanding of how cultural norms shape pragmatic behavior in English. Using an open-ended questionnaire eliciting responses to compliments on appearance, possessions, achievements, and abilities, the study integrates quantitative analysis of English CR categories with qualitative insights into participants’ emotional reactions. The results indicate that both groups most frequently employed Acceptance strategies, though Americans used them more consistently, whereas Thai participants displayed broader strategic variability, including Positive Elaboration and culturally motivated expressions of modesty. Significant linear trends emerged across compliment types, revealing systematic differences associated with cultural background in the use of English CRs. Qualitative findings further show that Thai students tended to interpret English compliments as encouragement and relational affirmation, while American participants often balanced appreciation with modesty, humor, or mild discomfort. These patterns highlight culturally embedded orientations toward face, affect, and interpersonal harmony in English communication. The findings contribute to research on intercultural pragmatics and suggest pedagogical implications for enhancing L2 learners’ socio-pragmatic competence in English, particularly within English courses for Thai university students.

Factors Influencing Drama and Film Students’ Satisfaction with the Quality of Innovation and Entrepreneurship Courses: A Study Based on a Public University in Hubei Province, China

Zhenlong Li — Tue, 10 Mar 2026 00:00:00 +0700

Assessing students’ satisfaction is essential for evaluating the effectiveness of innovation and entrepreneurship courses, yet research on determinants among undergraduate Drama and Film Studies students in China remains limited. This study examines the influence of Responsiveness, Empathy, Course Content Quality, Course Design Quality, Perceived Usefulness, and Self-efficacy on course satisfaction, focusing on a public university in Huanggang, Hubei Province—a key educational hub that has implemented a four-dimensional linkage mechanism integrating policy support, talent development, practical platforms, and financial aid. A quantitative, multi-stage design comprising baseline survey, Instructional Design Intervention (IDI), and post-intervention assessment was employed. A structured questionnaire, validated through expert review (IOC > .67), pilot reliability testing (Cronbach’s α > .688), and cross-cultural checks, was administered to 90 participants, and multiple linear regression was used to assess relationships between variables. A 10-week instructional design intervention with 40 students was evaluated using paired-samples t-tests. Regression results identified four significant predictors (p < .05) of course satisfaction: Perceived Usefulness (β = .277, p = .005), Responsiveness (β = .2482, p = .021), Empathy (β = .247, p = .010), and Course Content Quality (β = .1823, p = .044). Post-intervention, overall satisfaction increased significantly (mean from 3.06 to 3.33, p < .001), with notable gains in Responsiveness, Empathy, Course Content Quality, Perceived Usefulness, and Self-efficacy. The findings validate and extend existing literature, refine the conceptualization of innovation and entrepreneurship education in arts disciplines, and offer empirical guidance for improving curriculum design, instructional practices, and student engagement within the “New Liberal Arts” framework in Hubei Province, China.

Community-Driven Solar Energy in Northern Thailand: A Governance-Specific Framework for Energy Justice in Marginalized Highland Communities

Tue, 10 Mar 2026 00:00:00 +0700

This study develops a governance-specific framework for energy justice to address persistent inequities in renewable energy adoption within marginalized remote communities in Thailand. Focusing on Nong Prue Subdistrict, Kanchanaburi Province, the research employs a mixed-methods participatory design—including People Scorecards, Focus Group Discussions, and in-depth interviews—to examine how structural barriers, financial burdens, and institutional fragmentation constrain solar energy access in Western Thailand. Findings reveal that reliance on diesel generators imposes unsustainable economic and environmental costs, whereas solar systems offer viable alternatives if supported by inclusive governance, tailored financial mechanisms, and capacity-building.

Integrating Diffusion of Innovations and Social Practice theories, the study advances energy justice scholarship beyond technocratic models by highlighting how constrained decentralization and fragmented authority mediate renewable energy transitions. The proposed model synthesizes distributive, procedural, and recognition justice with participatory planning, offering a context-specific pathway to alleviate energy poverty. This research underscores the role of community agencies in shaping just solar transitions, providing empirical evidence and theoretical innovation for policy and practice in the Global South.

Development of Competencies for Community Entrepreneurs in Doi Saket District, Chiang Mai Province Through Appreciative Inquiry

Pariwat Sirakiatsakul, Phuriwat Cheekham — Tue, 10 Mar 2026 00:00:00 +0700

This qualitative study aimed to propose a competency development process for community entrepreneurs, focusing on new product creation and enhancing community income through digital marketing, using the Appreciative Inquiry approach. Data was collected through interviews with 26 entrepreneurs representing 15 community products in Doi Saket District, Chiang Mai Province. The findings revealed that successful community entrepreneurship was driven by six key success factors: external network support, peer motivation, strong group participation, utilization of social capital, continuous product quality improvement aligned with consumer behavior, and leadership expertise. Essential competencies were classified into three dimensions: knowledge, skills, and attributes. Based on these findings, a four-stage competency development process following the AI 4-D cycle (Discovery, Dream, Design, and Destiny) was proposed and piloted with two model community enterprises. The results indicate that integrating Appreciative Inquiry with competency-based development enhances entrepreneurs’ ability to create new products and effectively use digital marketing to increase community income. Future research is recommended to quantitatively validate the competency framework and examine its impact on business performance across different regional contexts.

Predictive Relationship of Self-efficacy and Motivation on Teachers’ Job Satisfaction

Jeanilyn D. Panuncialman, Marilou D. Junsay — Tue, 10 Mar 2026 00:00:00 +0700

This study examined the predictive relationship of Self-efficacy and motivation on teachers’ job satisfaction among public school teachers in 15 elementary and secondary schools in the Santo Tomas East and West Districts, Davao del Norte, Philippines. From a population of 982 teachers, a total of 275 respondents were selected using stratified random sampling and surveyed through an adapted and validated questionnaire administered via Google Forms. Descriptive results revealed that teachers demonstrated a very high level of Self-efficacy and job satisfaction, while motivation was generally very high, with the dimensions of recognition and responsibility rated only as high, consistent with the tabulated results. Correlation analysis showed a moderate to strong positive relationship between Self-efficacy, motivation, and job satisfaction. Multiple regression analysis indicated a strong predictive model (R = 0.729; R² = 0.532), explaining 53.20% of the variance in teachers’ job satisfaction. These findings underscore the significant role of enhancing teachers’ instructional confidence and motivational conditions in improving workplace satisfaction. The study contributes empirical evidence to the Philippine educational context and offers practical implications for school leaders and policymakers to strengthen professional development programs, recognition systems, and supportive work environments that promote sustained teacher satisfaction.

An Exploratory Factor Analysis of the Dimensions of Adaptive Management Among Secondary School Heads Amidst Crises

Dionisio B. Siglos, Marilou D. Junsay, Ronald S. Decano — Tue, 10 Mar 2026 00:00:00 +0700

To better understand how school leaders respond to crises, this study investigated the underlying dimensions of adaptive management among secondary school heads using Exploratory Factor Analysis (EFA). A 40-item Likert-scale instrument was developed based on qualitative insights from interviews with 12 school heads and validated using responses from 268 teachers. Content validity was ensured through review by educational management specialists, while a pilot test with teachers in Region XI confirmed effectiveness. Reliability testing yielded a Cronbach’s Alpha of 0.98 and a mean inter-item correlation of 0.57, indicating excellent internal consistency. The dataset demonstrated excellent sampling adequacy (KMO = 0.916) and strong factorability (Bartlett’s Test, p < .001), confirming its suitability for EFA. Four coherent dimensions of adaptive management emerged, accounting for 72.7% of the total variance: 1) actual implementation of learning continuity plans and protocols, 2) collaborative evaluation and continuous learning, 3) data-driven planning and prioritization, and 4) operational implementation and coordination. Despite acceptable item loadings, model fit indices (e.g., RMSEA = 0.148; TLI = 0.683) suggest the need for further refinement of the factor structure. These findings contribute to a novel, empirically derived framework for understanding adaptive crisis leadership in schools, highlighting adaptive management as a multidimensional construct encompassing strategic, operational, and collaborative competencies. Future research may employ Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate and refine this framework across broader educational contexts.

The Impact of Perceived Value on Word-of-Mouth Among Generation Z Consumers in the Apparel Industry within an Omnichannel Shopping Environment Evidence from Henan Province, China

Ping Wang, Yue Huang — Tue, 10 Mar 2026 00:00:00 +0700

With the rapid advancement of digital technology, the concept of omnichannel retailing has emerged, and against this backdrop, consumer behavior has undergone profound changes. Perceived value serves as a crucial foundation for retailers to understand consumer behavior and gain competitive advantages. However, within the context of omnichannel retailing, the underlying psychological mechanisms through which perceived value influences consumer behavior—particularly word-of-mouth behavior—remain insufficiently explored. This study focuses on the Generation Z apparel consumers in Henan Province, China. Data were collected through a questionnaire survey from 466 omnichannel apparel consumers and analyzed using Structural Equation Modeling (SEM) via AMOS software to test the proposed theoretical hypotheses. Findings reveal that flow experiences and perceived privacy risks mediate the influence of perceived value on word-of-mouth behavior, though their mediating effects differ in strength. This research provides theoretical support for apparel companies seeking to optimize omnichannel shopping experiences and proactively guide consumer word-of-mouth behavior.