Journal of Graduate School of Management Studies of Sripatum University Khon Kaen Campus

Content

JGSM SPUKK — 2025-09-04

Content

Appendix

JGSM SPUKK — 2025-09-04

Appendix

The Roles of Coaching and Mentoring in Teacher Development: A Comparative Study Between Thailand and International Models

Jutamas Saikaew — 2025-09-04

This article presents a perspective on modern teacher development, emphasizing a shift from traditional one-way training to collaborative learning, performance-based evaluation, and continuous professional competency development throughout a teacher’s career. Central to this approach is the implementation of Coaching and Mentoring systems, which are recognized as highly effective methods of instructional supervision. The article discusses foundational theories related to Coaching and Mentoring, particularly those involving adult learning and experiential learning. It also examines the current situation of Coaching and Mentoring in Thailand, where these practices have been increasingly and consistently applied. Furthermore, the article compares Thai and international supervision models to integrate international strengths with Thailand’s existing advantages. It highlights both the challenges and opportunities in adopting Coaching and Mentoring systems, and proposes future directions for teacher development-aimed at enhancing teacher quality as a foundational element in elevating the overall quality of education.

front part

JGSM SPUKK — 2025-09-04

front part

Full Issue

JGSM SPUKK — 2025-09-04

Full Issue

Comparison of Academic Achievement on Fraction Problems Mathematics By using Electronic Media Together with Teams Games Tournament (TGT) Learning Management Techniques for Grade 6 Students

Kanyarawi Kulnantanone — 2025-09-04

This research aimed to 1) compare the learning achievement on fraction word problems in mathematics between students taught using electronic media combined with the TGT cooperative learning technique and those taught using conventional methods, 2) investigate students’ problem-solving skills on fraction word problems in mathematics through the use of electronic media integrated with the TGT technique, and 3) examine students’ satisfaction with the learning experience using this integrated approach. The sample consisted of 40 students from Grade 6/5 and 35 students from Grade 6/2 at Lak Muang Maha Sarakham School during the first semester of the 2024 academic year. The research instruments included: a learning management plan, electronic media, a problem-solving skills test, an academic achievement test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and an independent samples t-test.

The findings revealed that:1) The academic achievement of students who received instruction through electronic media and the TGT technique was significantly higher than that of students who received conventional instruction, at the .05 level of statistical significance; 2) the problem-solving skills of students in Grade 6/5 on fraction word problems had a mean score of 6.63 with a standard deviation of 1.598; and 3) the students’ satisfaction with the learning experience using electronic media and the TGT technique was at a moderate level, with an overall mean of 2.30 and a standard deviation of 0.48.

Development of a Conflict Management Prototype Model for Schools under the Khon Kaen Primary Educational Service Area Office 1: A User Experience Research

Thipsuda Konpang — 2025-09-04

This research aimed to: 1) analyze user experiences, 2) develop a prototype model, and 3) evaluate the suitability of the prototype model for conflict management in schools under the Khon Kaen Primary Educational Service Area Office 1. The research was conducted in three phases. In the first phase, user experiences related to the causes of and strategies for conflict management in schools were explored through interviews with 10 school administrators and teachers. In the second phase, a prototype model for conflict management in schools was developed and its quality assessed by three experts. In the third phase, the model’s suitability was evaluated by 310 teachers. The research instruments consisted of 1) an interview form, 2) a model quality assessment form, and 3) a model suitability assessment form. Data were analyzed using mean and standard deviation. The findings revealed that: 1) User experiences indicated three dimensions of conflict causes in schools: personal characteristics, organizational interactions, and resources. Recommended conflict management strategies included: listening and understanding the causes of conflict impartially, effective communication, proactive conflict resolution, addressing issues before escalation, fostering collaboration, and enhancing emotional intelligence, 2) The developed conflict management prototype model, referred to as the PEACE MODEL, comprised five components: P: Proactive Approach, E: Effective Communication, A: Active Listening, C: Collaboration, and E: Emotional Awareness. The quality assessment of the model by experts indicated an overall rating at the highest level, and 3) The model’s suitability, as assessed by the teachers, was also rated at the highest level (mean = 4.852, S.D. = 0.356).

Development of an Administrative Model to Enhance the School’s Internal Supervision System under the Nakhon Pathom Primary Educational Service Area Office 2

Apichai Sasoom — 2025-09-04

This research aimed to: 1) study the needs, 2) develop a management model, 3) implement the model, and 4) evaluate the model to enhance the internal supervision system in schools under the Nakhon Pathom Primary Educational Service Area Office 2. The sample consisted of school administrators and teachers selected using Krejcie and Morgan’s sample size table and simple random sampling, with schools as the sampling unit. The sample included 92 administrators and 3 teachers per school, totaling 368 participants. The research instruments included: 1) a model evaluation form, 2) an internal supervision behavior assessment form, 3) a learning management competency assessment form, and 4) a result recording form. Data were analyzed using mean, standard deviation, and content analysis. The research findings were as follows: 1) Teachers expressed a strong need for guidance-based supervision through Coaching and Mentoring, which supports the development of students’ 21st-century skills; 2) The developed management model for enhancing internal supervision comprised five components; 3) The implementation of the model yielded the following results: (1) administrators demonstrated the highest level of internal supervision behavior, (2) teachers’ learning management competency improved after the model implementation, and (3) administrators demonstrated excellence in internal supervision, teachers excelled in active learning management, and students developed greater competencies and 21st-century skills; and 4) The model was rated at the highest level in terms of validity, appropriateness, feasibility, and usefulness.

The Factor Analysis of the Success of Educational Management in Prachinburi Vocational Education

Aree Lertkijjaroenpol — 2025-09-04

This research aimed to: 1) study the components contributing to the success of vocational education management in Prachinburi Province, and 2) examine the consistency of the confirmatory factor analysis model. The sample group consisted of 512 participants-educational administrators, teachers, and vocational students-selected through stratified random sampling. The research instrument was a 55-item questionnaire using a 5-point Likert scale. The findings revealed that the overall success of vocational education management in Prachinburi Province was at a high level. When analyzed by specific components, two were rated at a high level-curriculum (with the highest average) and teaching and learning-while management and dual education management were at a moderate level. The results of the confirmatory factor analysis showed that the model fit well with the empirical data. The factor loadings for the four components ranged from 0.31 to 0.98 and were statistically significant at the 0.05 level. The components ranked by factor loading from highest to lowest were: curriculum, teaching and learning, management, and dual education management. The model fit indices were: Chi-square = 145.56, P-value = 0.087, degrees of freedom (df) = 61, Goodness of Fit Index (GFI) = 0.93, Adjusted Goodness of Fit Index (AGFI) = 0.90, Standardized Root Mean Square Residual (SRMR) = 0.043, and Root Mean Square Error of Approximation (RMSEA) = 0.047.

Editorial Note

JGSM SPUKK — 2025-09-04

Editorial Note