Strategic Leadership of School Administrators Under the Office of the Basic Education Commission, Thailand

Surang, K. (1990). Educational Psychology. Bangkok: Chulalongkorn University Printery.
Suwit, M. &Orathai, M. (2002). Occupational Work Group for Primary 3. Bangkok: Physics Center.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Fostering Biology Competencies with Citizen
Inquiry: The Proposed Microplastic Pollution
Learning Modules for High School Students

Chawadol SRIBOONPIMSUAY & Niwat SRISAWASDI*
Faculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: Plastic is such a unique material and can be quite versatile. It has unwittingly become
a part of human life. At the same time, plastic carries a hugely problematic issue that spikes
environmental concern all over the globe, microplastic. It causes many problems not only to
humans but, more crucially, to the environment. Although many studies have carried on the
impact of microplastic on the environment, some reports show that people’s perception is
relatively inadequate. Moreover, despite the empirical evidence of a microplastic crisis, the
curriculum in Thailand shows unpromising content that could potentially solve the issue in a
traditional way. To tackle the challenge, this paper seeks to foster the competencies in the
biology of high school students underpinned by ‘BioSkills Guide’ competencies which consist
of six following abilities - apply the process of science; use quantitative reasoning; use
modelling and simulation; tap into the interdisciplinary nature of science; communicate and
collaborate with other disciplines; understand the relationship between science and society. To
do that, we develop the modules that are supported by the Citizen Inquiry approach. It aims to
explore and foster students’ competencies. Coupling with the Citizen Inquiry, students will gain
technical skills that are crucial for 21st-century learning. Furthermore, it enables students to
collaborate as a community. As previously mentioned, the proposed modules try to foster the
biology competencies with Citizen iniquity for students to be skilled global citizens who can
contribute to the solution of the environmental concern and the better biology education.
Keywords: Biology education, citizen inquiry, competency, environmental education, plastic
pollution

311

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Effects of Online Microteaching Lesson Study in
Chemistry on Prospective Elementary Teachers'

Inquiry-based Teaching Competence

Marzan, Joey-Nell T.
Saint Louis University-School of Advanced Studies, Philippines

[email protected]

Abstract: Teacher education institutions (TEIs) can help solve problems in the implementation
of inquiry-based science in schools by producing competent teachers. However, this could be
hindered by the limited experiential learning opportunities in the shift of TEIs to distance
learning due to the pandemic. In response, this study used the online microteaching lesson study
(OMLS) as an intervention in developing the inquiry-based teaching competence (IBTC) of 36
prospective elementary teachers (PETs). It employed a mixed-method explanatory sequential
design which involved a quantitative phase that collected and analyzed quantitative data
(pre-intervention and post-intervention lesson plan evaluation, and IBT survey result) and a
qualitative phase that explained the initial quantitative results using qualitative data (focus
group discussion, self-reflection, and field notes). Quantitative results showed a significant
effect of OMLS on PETs' IBTC, as indicated by the improved lesson planning and
implementation skills. On the other hand, the qualitative results unveiled that OMLS improves
PETs' understanding of the inquiry process and enables PETs to acquire inquiry-based teaching
practices. To conclude, PETs' IBTC improved in OMLS.
Keywords: 5E Learning Cycle, Distance Learning, Experiential Learning, Microteaching
Lesson Study, Pedagogical Knowledge, Teacher Education

312

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Investigating Student satisfaction on Flipped
Classroom Online Learning for Secondary
School: A case study of Demonstration School

Khon Kaen University

Non JARUNGSIRAWATa*, Nutthakarn MOEIKAOa, Chinnapat JUNRUANGa,
Issara KANJUGb & Charuni SAMATb

aDemonstration School of Khon Kaen University, Faculty of Education, Thailand
bFaculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: The purposes of this research were: 1) to investigating student satisfaction on flipped
classroom online learning for secondary school 2) to design and develop online learning. The
Flipped Classroom Online Learning designed and developed on flipped classroom method on
3 phases were 1) Pre-class, there were activities for learners to self-study. They were the tasks
on their own through the process of learning design based on constructivist theory, 2)
During-class, learning activities were organized through a discussion process. reflect the results
of the activities the students have done in the pre-class and summarize their knowledge together,
and 3) Post-class, students review their knowledge by summarizing their own knowledge and
sharing that knowledge in virtual classroom. In this study the researcher using Flipped
Classroom Online Learning as mentioned above 182 secondary school students at
Demonstration school Khon Kaen University, School and then investigating the students’
satisfaction using the investigating the students’ satisfaction form in 3 important topics are as
follows: 1) Digital learning material, 2) Learning activities, and 3) Learning achievements. The
results of the students’ satisfaction on using Flipped Classroom Online Learning in the digital
learning material was 81.23 percent, the learning activities was 85.42 percent, and the learning
achievements was 79.66 percent.
Keywords: Flipped Classroom, Online Learning, Pedagogy, Constructivist

313

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Investigating the Students’ Satisfaction
on Using IoT Learning Environments

for High School Students

Nutthakarn MOEIKAOa*, Non JARUNGSIRAWATa & Chinnaphat JUNRUANGa,
Charuni SAMATb & Issara KANJUGb

aDemonstration School of Khon Kaen University, Faculty of Education, Thailand
bFaculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: The purpose of this research was investigating the students’ satisfaction on using
Internet of Things (IoT) learning environments developed by the researcher to enhancing
programming skills of learners. The IoT learning environments designed and developed on 6
crucial based includes: Learning context, Learning Psychology, Pedagogy, Learning
technology and media, Problem solving, and Programming base. The IoT learning
environments consisted of 8 components were 1) Problem base,2) Resources, 3) Cognitive
Tools, 4) Collaboration, 5) Programming Problem Solving Center, 6) Scaffolding, 7)
Programmer Community, and 8) Programming Coaching Room. In this study the researcher
using IoT learning environments as mentioned above with 115 high school students of
Demonstration School of Khon Kaen University, Secondary School and then investigating the
students’ satisfaction using the investigating the students’ satisfaction form in 3 big topics are as
follows:
1) Digital learning material, 2) Learning activities, and 3) Learning achievements.
The results of the students’ satisfaction on using IoT learning environments in
the digital learning material was 77.53 percent, the learning activities was 87.31 percent, and the
learning achievements was 73.44 percent.
Keywords: IoT Learning, Programming Skills, Constructivist Learning Environments,
Students Satisfaction, High School Education

314

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Development of instructional model for
improving mathematical competence and
mathematical literacy with the concept of

TPACK Model for student teachers

Hatai NOISOMBUT, Supannika CHANANIL * & Patompong CHANANIL
Roi-Et Rajabhat University, Thailand
*[email protected]

Abstract: The objectives of this research were to develop a instructional model to improve
mathematical competence and mathematical literacy with the concept of TPACK Model for
student teachers and to study the effect of using the instructional model to improve
mathematical competence and mathematical literacy with the concept of TPACK Model for
student teachers. The population used in the research were student teachers in the program of
Mathematics, Faculty of Education, Roi-Et Rajabhat University that issued 65 students in the
academic year 2020. The sample group used in this research consisted of 56 student teachers
using a stratified random sampling method using the supervision of teachers as a class (Statum)
using Krejcie & Morgan tables at 95% confidence level. The results showed that the
instructional model to improve mathematical competence and mathematical literacy with the
concept of TPACK Model for student teachers there are important elements, including
principles and concepts, the purpose of the pattern teaching process and measurement and
evaluation. The teaching and learning process consists of 6 steps: I : Informal Introduction A :
Analyze Situation G : Get Foundation R : Result Dimension E : Empathy Evaluate E : Educated
Lifelong Learning and the result of using the instructional models to develop mathematical
competence and mathematical literacy with the concept of TPACK Model for student teachers
found that 84.46 percent of the students' assessment of cognitive competency and mathematical
literacy were at an excellent level.

Keywords: Instructional model, TPACK, mathematical competence, mathematical literacy

1. Introduction

Mathematics is one of the important subjects for living. Mathematics is a subject that strengthens
various sciences as the basis of a career. This is in line with the Ministry of Education (2017), which
states that mathematics is a subject that plays a crucial role in learning success in the 21st century, as
mathematics empowers human beings to be creative, think rationally and systematically. Mathematics
is an abstract subject. It is a subject that has a variety of thinking and problem-solving processes, but all
come up with the same answer. Teaching mathematics is thus a huge challenge for educators and
mathematicians in designing classroom instruction in the 21st century. Knowledge and performance of
learners that are different from traditional classes. Teachers, practitioners, and professional learning
communities are born to develop teaching ability and increase the perspective of the classroom to cover
all dimensions so that the teaching and learning of modern classrooms is efficient. Efficiency and
sustainable development education to prepare learners in the face of a changing world (Chai & Kong.
2017: 1-4; Bell. 2016). The content of mathematics can change as it is used. Currently, the use of
mathematics is more complicated (Makanong, 2014) and an interesting point is that some mathematical
knowledge in the past may not be sufficient for use in the present.

Traditional mathematics often divides content into subjects, lacking interconnection but the
real world is not like that. Modern mathematics therefore tries to create situations for students to have
real knowledge and understanding. Able to apply mathematics in real situations (Qin & Pan, 2017:

315

288), or students are known to be intelligent in mathematics. Mathematical intelligence reflects an
understanding of the use of basic mathematics in a variety of everyday contexts including the ability to
use mathematical reasoning to show procedures, concepts, or facts to explain or predict phenomena
(OECD. 2019: 31; Colwell & Enderson, 2016: 64). Mathematical literacy is one of three of the Program
for International Student Assessment (PISA) initiated by the Organization for Economic Cooperation
and Development. (Organisation for Economic Co-operation and Development (OECD)) aims to assess
the quality of the education systems of countries in preparing young people to have the basic potentials
or abilities necessary to live in a world where change the evaluation of 15-year-old students was strictly
randomly sampled under the supervision of the OECD (Haara, Bolstad & Jenssen, 2017: 285).
According to the PISA2018 assessment results, Thai students had an average score of 419 in
mathematics, which It was 70 points lower than the national average of OECD members. Thailand has
an unchanged average score from PISA2003 to PISA2018 (Institute for the Promotion of Teaching
Science and Technology, 2019: 2)

Issues concerning scores from the results of this PISA assessment have given Thailand a great
deal of importance, as can be seen from the National Economic and Social Development Plan No. 12,
2017-2021, which has established ten strategies for national development. 1. Strengthening and
developing human capital potential, there are 5 goals and 23 indicators. One of the goals and indicators
is interesting, goal 3 Thai people have quality education according to international standards and have
the ability to continuously learn by themselves. The indicator at 3.1 is PISA score in each subject not
less than 500 (Office of the National Economic and Social Development Board, 2017: 66) In line with
the National Education Plan 2017-2036, there are five goals of education management, with the third
goal being a quality education system that can develop learners to reach their full potential. There are
important indicators such as higher average scores of the Program for International Student Assessment
(PISA) test scores of 15-year-old students, with indicators in Years 1 – 5 of the School of Education
Programme. National is 500 points (Secretariat of the Education Council. 2017: 83) Based on these
data, educational institutions and teacher institutions need to focus on the issues involved and solve the
problems of students' mathematical literacy.

Another important issue is the teaching and learning management by using the TPACK Model.
It is considered a model suitable for teaching and learning in the 4.0 era because it is a model that
divides important knowledge of teachers into 3 parts as follows: Technological Knowledge,
Pedagogical Knowledge, and Content Knowledge, and then integrate those three parts of knowledge
into the management of each instruction. This will lead to guidelines for developing and improving
teaching to produce qualified math teacher graduates. Respond to the needs of society and the needs of
the nation. It is also a guideline for teaching and learning at the modern university level. Researcher as a
lecturer at the Faculty of Education Roi-Et Rajabhat University live as a teacher's teacher concerned
about preparing teachers for school in the 4.0 era, I am interested in developing an instructional model
to develop mathematical competence and mathematical literacy with the concept of TPACK Model for
student teachers to prepare and develop mathematical competence and mathematical literacy with a
plan to bring the results from this study to continue to follow up until teaching practice in educational
institutions of students together with educational institutions for effective teaching and learning
management and a sustainable approach to teaching professional development of teachers in the future.

2. Research objectives

• To develop the instructional model to develop mathematical competence and mathematical literacy
with the concept of TPACK Model for student teachers.

• To study the effect of using the instructional model to develop mathematical competence and
mathematical literacy with the concept of TPACK Model for student teachers.

316

3. Research hypothesis

Student teachers who study with the instructional model to develop mathematical competence and
mathematical literacy with the concept of TPACK Model for student teachers have a good level and
above of understanding.

4. Research conceptual framework

Development of instructional models to develop mathematical competence and mathematical literacy
with the concept of TPACK Model for student teachers The researcher has the conceptual framework
for research as follows:

Principles and concepts of Elements of instructional model.
instructional design • principles and concepts.
• the purpose of the pattern
• Joyce & Weil (2000) • teaching process
• Khammanee (2013) • measurement and evaluation.

Basic concepts and theories IAGREE Model
• Theories of learning are • I : Informal Introduction
theories Thorndike's • A : Analyze Situation
connection to the theory of • G : Get Foundation
Learn through the process of • R : Result Dimension
discovery, theory meaningful • E : Empathy Evaluate
learning and Knowledge • E : Educated Lifelong Learning
-Based Learning Theory

• instructional model to develop
mathematical competence and
mathematical literacy with the concept of
TPACK Model for student teachers.

• the effect of using the instructional model
to develop mathematical competence and
mathematical literacy with the concept of
TPACK Model for student teachers.

Figure 1. Research conceptual framework

5. Research method

5.1 conducting research

Conducting this research, the researcher proceeds according to the research and development process in
4 steps: Step 1 Research (R1) This stage is the study and analysis of basic data for the development of
the instructional model. Step 2 Development (D1) is the design and development stage. At this stage,
the researcher has developed and found the effectiveness of the teaching style. Step 3: Research (R2) is
an experimental and study the effectiveness of the instructional model. And step 4, development (D2) is
an evaluation of the use of instructional models.

317

5.2 Population and sample

• The population used in the research were student teachers in the Mathematics Program, Faculty of
Education, Roi-Et Rajabhat University that issued 65 student teachers in the academic year 2020.

• The sample group used in this research consisted of 56 student teachers using a stratified random
sampling method. Using the supervision teacher as a class (Statum) using the Krejcie & Morgan
table at 95% confidence level.

5.3 research tools

• Instructional model for developing mathematical competence and mathematical literacy with the
concept of TPACK Model for student teachers.

• Documents supporting the teaching style, including a manual for using the teaching style and lesson
plans.

• The tools used to assess the use of the instructional model were the mathematical cognitive
competency and mathematics literacy assessment form, behavioral observation form and an
opinion questionnaire on the teaching style.

5.4 Data collection

After finding the quality of the instructional model and improving it according to the advice of experts.
The researcher applied the developed instructional model to experiment. It was found that the
instructional model was more effective than the specified criteria. It is a form that is suitable and
complete. ready to use The researcher has collected the data as follows:
• Clarify and understand students about the learning process by using the developed instructional

model.
• Conduct teaching according to the plan that has been assigned to the sample students by teaching

time total 12 hours as shown in Table 1.

Table 1

Shows the sub-unit on mathematical competency and mathematical literacy in each cycle.

The operating Lesson plan Study time
number (hours)
Sub-Unit cycle learning
1-4 4
management 5-8 4
9-12 4
1st sub-unit on mathematical competence 1 12

2nd on mathematical literacy 2

3rd sub-unit on TPACK Model 3

Total class time

The researcher conducted teaching and learning in an onsite format. In each lesson plan, there was a
student-centered learning management process and an emphasis on proactive learning management by
using The TPACK Model consists of 3 components: 1) Technological Knowledge 2) Pedagogical
Knowledge 3) Content Knowledge In each sub-unit, the researcher managed to learn in each unit
according to the components of the TPACK Model as shown in the table 2.

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Table 2

Show the elements of the TPACK Model in each sub-unit.

Components of the TPACK Model

Sub-Unit Technological Pedagogical Knowledge Content Knowledge
Knowledge

1st sub-unit on • PowerPoint IAGREE Model • Reproduction
mathematical • Google • Connection
competence I : Informal Introduction • Reflection and
Classroom A : Analyze Situation
2nd on • YouTube G : Get Foundation Communication
mathematical • Facebook
• Quizizz • Mathematical
literacy • PowerPoint reasoning
• Google
3rd sub-unit on • Mathematical
TPACK Model Classroom content areas
• YouTube
• Facebook • 21st century skills
• Plickers in the context of
mathematics
• PowerPoint R : Result Dimension
• Meaning, Purpose,
• Google E : Empathy Evaluate and Importance of
Classroom E : Educated Lifelong Learning TPACK Model

• YouTube • Learning
management
• Facebook model using
TPACK Model
• Kahoots
• Technology in
teaching and
learning

5.5 Data analysis

The researcher conducted the data analysis as follows:
• Analyze the development of instructional models to develop mathematical competence and
mathematical literacy with the concept of TPACK Model for student teachers.
• Analyze the results of using the instructional model to develop mathematical competence and
mathematical literacy with the concept of TPACK Model for student teachers.

6. Summary of research results

6.1 The results of the synthesis of elements of the instructional model

Researcher studying related learning concepts and theories. The teaching methods in all lesson plans
use the IAGREE model developed by the researcher. There are 6 steps for teaching:

Step 1 I : Informal Introduction (introduce yourself into the lesson)
It is introduced into the lesson in a relaxed atmosphere. The focus of this stage is “Informal” to
create an accessible learning environment for students. Begin learning with peace of mind without
pressure. Teachers use observations of students' emotions, feelings, and behaviors. and together to
create a learning atmosphere that is suitable for that class
Step 2 A : Analyze Situation (Aim and analyze the problem situation)
It connects a relaxed atmosphere to a problem situation. The focus of this step is “Situation” by
emphasizing the situation to create interest, suspicion, which may be a real situation. exaggerated
situation (according to imagination) or imaginary situations

319

Step 3 G : Get Foundation
It is an investigation, study, and learning of the fundamentals of solving a problem situation or
improving a situation of interest. At this stage, teachers can conduct a Flip Classroom or, if it is difficult
to study on their own, such as factoring. or analytical geometry teachers can teach the subject at this
stage and can allow students to practice, do worksheets, exercises without bringing the results to
evaluate the grades in class. The focus is on practice and learning only. The focus of this step is
“foundation.” Teachers must ensure that all learners have a sufficient background to learn new topics in
class and leave no one behind.
Step 4 R : Result Dimension
The focus of this step is “dimension”. Teachers must give students the opportunity to present
their ideas on the problematic situation. Both complete and incomplete solutions to reveal the
perspective of each learner who has a different approach to goals.
Step 5 E : Empathy Evaluate
It is a measure and evaluation by focusing on real-world assessment. Teachers must not focus
grading on answers or beautiful presentations but focuses on presenting different dimensions in solving
problems and extending added the idea of classmates and inserting Empathy questions and comments to
the learners in the classroom. The focus of this step is “Empathy”.
Step 6 E : Educated Lifelong Learning
It is a measure and evaluation. by focusing on real-world assessment. Assessment is divided
into learning from oneself and learning from others, feeling, interests and values that arise and learn
how to learn (Becoming a better student), Inquiring about a subject, self-directed. Self-directing learner
using lesson transcription, reflection, expressing thoughts and feelings by speaking, recording, writing,
sending letters or group activities.

Figure 2 IAGREE Model

6.2 Results from the cognitive assessment questionnaire on mathematical competence and
mathematical literacy.

After completing all 12 teaching and learning activities in the lesson plan, the researcher assessed the
knowledge and understanding of mathematical competence and mathematics literacy by using two parts
of the test.
• Part 1 was a multiple-choice test on mathematical competency. 15 items with a full score of 15

points
• Part 2 is a multiple-choice test on mathematics knowledge of 15 items with a full score of 15 points
A total score of 2 parts of 30 points. The researcher has determined the interpretation criteria for the
percentage of the score as follows:

320

A score of 80 - 100 percent means that they have excellent knowledge and understanding.
A score of 75 - 79 percent means that they have a lot of knowledge and understanding.
A score of 70 - 74 percent means that they have moderate knowledge.
A score of 65 - 69% means that they have little knowledge.
A score of 0 - 64 percent means that there is very little knowledge.
The results of the data analysis are shown in Table 3.

Table 3

Shows scores, average scores standard deviation and the percentage of the knowledge and
understanding of mathematical competence and mathematics literacy assessment form.

Assessment Full Student Teachers (n = 56) Level of knowledge
form Score and understanding
Part 1 Average SD Percentage
Part 2 15 Excellence
Total 15 12.73 1.21 84.88 Excellence
30 Excellence
12.61 1.20 84.05

25.34 1.20 84.46

From Table 3, it was found that the average score from the assessment of mathematical competency and
mathematical literacy of the students was 25.34 points out of 30 points, representing 84.46 percent. The
cognitive level was at excellent level. The mean score of Part 1 was 12.73 points, representing 84.88%.
The level of cognition was at excellent level. The mean score of Part 2 was 12.61 points, representing
84.05 percent. The level of comprehension was at excellent level.

Summary of research results

1) Instructional model for developing mathematical competency and mathematical literacy
with the concept of TPACK Model for student teachers. There are important elements, including
principles and concepts. the purpose of the pattern teaching process and measurement and evaluation.
The teaching process consists of 6 steps: I : Informal Introduction A : Analyze Situation G : Get
Foundation R : Result Dimension E : Empathy Evaluate E : Educated Lifelong Learning

2) The results of using the instructional model to improve mathematical competence and
mathematical literacy with the concept of TPACK Model for student teachers found that the results of
the assessment of knowledge and understanding on mathematical competency and mathematical
literacy of student teachers accounted for 84.46 percent is excellent.

7. Discuss the results of the research.

The result of the development of instructional model developed by the researcher is the IAGREE Model
with 6 steps. The mathematics instructional model was the most appropriate and the efficiency finding
showed that teaching according to the developed instructional model, the student-teacher had a higher
level of understanding about mathematical competency and knowledge of mathematics at an excellent
level. It shows that the developed teaching and learning model is suitable for effective use in the
development of mathematics learning management. This may be because the researcher has developed
a systematic teaching model based on the concept of Joyce and Wells (Joyce, & Weil. 2000: 38(.
Teaching style to study the characteristics of a good teaching style for use as a guideline for determining
the components of the teaching style. The research that supports this finding is Arthan (2021) research
in the development of CLODS instructional model for the application to solve the problems of
trigonometric functions under additional mathematics course (MA 32201) in mathematics learning
strand for Mathayom Suksa 5. The instructional process contained five steps: Check Knowledge (C),
Learn together (L), Operative (O), Discussion and examination (D), and Summary and evaluation (S).
The experimental results of using the developed CLODS instructional model revealed that the learning
achievement at post-experiment period was higher than pre-experiment period with a statistical
significance level of .05. The sample’s problem-solving ability after taught with the developed CLODS

321

instructional model was at a very good level at 78.80. which exceeded the set criteria at 75% The
sample’s opinions towards the developed CLODS instructional model were at the highest level (mean=
4.53, S.D. = 0.52) and Jaisook, Chitmongkol & Thongthew (2013) research in A Mathematics
instructional model by integrating problem-based learning and collaborative learning approaches. They
were found that most Thai students did not succeed in learning mathematics in terms of content
and mathematics processes. This research results were consistent with the facts and findings of several
surveys which were conducted based on the situation happening in real life. Therefore, problems in
learning mathematics could be concluded in 3 significant points, including (1) mathematical
problem-solving ability, (2) mathematical communication ability, and (3) mathematical connection
ability. The purposes of this research included (1) to develop a mathematics instructional model by
integrating problem-based learning approach and collaborative learning approach to enhance
mathematical problem solving, communication, and connection abilities of sixth grade students, and
(2) to study the effects of the use of the instructional model. The instructional model was further
experimented with the sample group of sixth grade students. The samples consisted of two classrooms,
one experimental group and one control group, in which there were 24 students each, at Wat Taranaram
School under the Suratthani Primary Educational Service Area Office 2. The experimental period
covered 38 hours conducted by using the research tools, including the lesson plans under the developed
model, conventional lesson plans, as well as tests for mathematical problem-solving, communication,
and connection abilities. Quantitative data were analyzed by using means of arithmetic mean,
standard deviation (S.D.) and t-test. The research results could be summarized as follows: 1. The
developed instructional model included four elements which are (1) principles, (2) objectives, (3) steps
of instructional process, and (4) learning assessment and evaluation. In addition, the instructional
process consisted of four steps, including (1) encouraging students’ attention in encountering
challenging problems, (2) practicing enthusiastically for searching knowledge, (3) collaboratively
examining their knowledge and concluding by group consensus, and (4) applying the knowledge. 2.
The developed instructional model was efficient and could be used to enhance students’ mathematical
problem solving, communication, and connection abilities as follows:2.1 Mathematical problem
solving, communication, and connection abilities at the post-learning stage of the experimental
group were significantly higher than those of the control group at the significant level of .05; and2.2
Mathematical problem solving, communication, and connection abilities of the experimental group at
the post-learning stage were significantly higher than those abilities at the pre-learning stage at the
significant level of .05.

Acknowledgements

This research was supported by a research grant from the National Research Council of Thailand
(NRCT). We would like to thank the administrators, experts, teachers and students for their cooperation
in completing this research.

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Educational Research. Thailand: Faculty of Education, Khon Kaen University

Investigating Parents’ satisfaction on Digital
Learning Activity for Kindergarteners :
A case study of Khon Kaen University

Demonstration School Kindergarten Division

Chinnaphat JUNRUANGa, Issara KANJUGb* , Non JARUANGSIRAWATa,
Nuttakarn MEIKAOa

a Demonstration school of KhonKaen University, Faculty of education,
Khon Kaen University Khon kean, Thailand

b Faculty of education, Khon Kaen University, Khon kean, Thailand
*[email protected]

Abstract: Since the emergence of COVID-19, schools have continued to be closed in many
countries to contain. the virus; this has affected more than one billion students worldwide
[UNESCO], 2020. Digital Learning Activity has been widely promoted to replace traditional
face-to-face learning during the COVID-19 pandemic to maintain young children’s learning
and play at home. The purpose of this research was study surveyed 327 Khon Kaen University
Demonstration School Kindergarten Division parents’ satisfaction on Digital Learning Activity
for Kindergarteners around young children’s online learning during the lockdown of the
COVID-19 pandemic. This paper investigates the Parents’ satisfaction of online courses on
Digital Learning Activity for Kindergarteners. A structed questionnaire of 5-point Likert scale
was administrated using Google form. The data have been analyzed quantitatively by implying
statistical measures. The results revealed that: in designing online learning, consideration of
Learning support and Learning Activity to complete such learning independently will help
increase parents’ satisfaction. Furthermore, it is also concluded that the Digital Learning
Activity for Kindergarteners is promote happy learning with learning activities at home.
Keywords: Digital Learning Activity, Kindergarteners, Parents satisfaction, Digital Learning
Materials, Learning activity,

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

The result of synthesis framework of
Constructivist Web-based Learning
Environments to Enhance Analytical

Thinking for grade 11 student

Adisorn NUBTUEDEEa*, Sarawut JAKPENGb & Sumalee CHAIJAROENb
aMaster’s degree student Educational Technology Faculty of Education,
Khon Kaen University, Thailand
bFaculty of Education Khon Kaen University, Thailand
* [email protected]

Abstract: The purpose of this study was to synthesize a theoretical framework and framework
of web-based learning environment based on constructivist theory to enhance analytical
thinking for grade 11 student. The target group in this study is 15 grade 11 students in 1st
semester, academic year 2021 from Kwawyaiwittaya School, Srikhorapoom district, Surin
province. The research model used a variety of study methods. There were document analysis
and survey research using qualitative data collection. The results showed that the synthesis of
theoretical framework of the web-based learning environment based on constructivist theory to
enhance analytical thinking for grade 11 student, it was found that there are 6 aspects of the
basic theory: (1) Psychological learning base (2) Pedagogical base (3) Context base (4) Media
theory base (5) Technology knowledge base, and (6) Analytical thinking base and the designing
framework of web-based learning environment based on constructivist theory to enhance
analytical thinking that promotes analytical thinking, there are important components consisting
of 7 elements: (1) Problem base (2) Resource (3) Cognitive Tool (4) Collaboration (5)
Analytical Thinking Center (6) Scaffolding (7) Coaching

Keywords: Web Based Learning Environment, Constructivism, Analytical Thinking.

1. Introduction

The development of information technology has changed the world rapidly and it impacts the change of
the country around the world including Thailand in developing the manpower in order to have skills and
high capability. Therefore, Thailand's education management has to set human resource development
goals with the needs of the country, adjust the flexible, various curriculum and learning management,
enhance the potential and capability of learners to acquire knowledge, competency and skills that
necessary in the living and essential skills in the 21st century. The educational management using
digital technology that help teachers to organize learning activities to develop learners to learn on their
own through digital learning platform must promote the learners to have thinking process especially
analytic thinking such as analytical thinking, critical thinking, and creative thinking etc. which help
processing capability, solve the problem, learn something new effectively, and apply the gained
knowledge to further development in the future.

National Education Act (1999) emphasis in learner-centered educational management for
learners to practice thinking process skills. According to Basic Education Core Curriculum (2008) that
focus on learner-centered, aimed to develop learners to have thinking competency such as analytical
thinking that is the base of higher order thinking and another thinking leading to the knowledge
construction and another problem-solving competency correctly.

According to Constructivist Theory, it believes that learning is the process occurred inside
learners, more about constructing than acquiring knowledge so the purpose of teaching and learning
management aim to support constructing knowledge than attempt to transfer knowledge, emphasize in

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constructing new knowledge appropriately with individual. And the environment is important to
construct meaning as authentic context Duffy and Cunningham (1996). This concept causes changing
learners’ role from receiving information from teacher to construct their own knowledge, teachers’ role
from transferring knowledge to be facilitator, focus on learner-centered which believe that learner
construct their own knowledge from interactive with environment or situation made by teacher taking
into the learners’ context and learner’s former knowledge, emphasizing on cooperating to solve
problems and learner to take action. It starts with problems that cause learner has cognitive conflicts or
disequilibrium that former experience and knowledge cannot fix the problem, learner must invent or
seek for additional information to fix those problem. This leads learners to have adaption into
equilibrium by assimilation or accommodation.

In promoting learners’ knowledge construction and analytical thinking by learning
management that use the web-based learning environment based on constructivist theory to enhance
analytical thinking found that the principle theory is the basis of synthesizing theory framework and
framework of designing learning environment based on constructivist theory to enhance creative
thinking Chaijaroen (2009) which bring principles/theories and web-based media attributes to use in
instructional design in the form of media and method that is learning environment consisting of another
important components based on Constructivist Theory and critical thinking principle including
web-based media attributes that response learners on demand anytime and anywhere. There is also a
design of learning tasks that support critical thinking, learning resources, scaffolding, coaching,
cooperation and cognitive tools that help promoting problem solving from the learning tasks. In this
research, I studied concept of analytical thinking leading to develop innovation focused on promoting
analytical thinking for grade 11 student.

Therefore, the purpose of this study is to synthesize a theoretical framework and framework of
web-based learning environment based on constructivist theory to enhance analytical thinking for grade
11 student. This will use to be the basis of constructing learning environment which appropriate to
learner in the future.

2. The purpose of the study

To synthesize a theoretical framework and framework of web-based learning environment based on
constructivist theory to enhance analytical thinking for grade 11 student.

3. Methodology

The data in this study were qualitative data which were collected by using document analysis and
survey.

4. The target group

There were 15 grade 11 students in 1st semester, academic year 2021 from Kwawyaiwittaya School,
Srikhorapoom district, Surin province.

5. Research instruments

The research instruments consisted of (1) Records of verification documents (2) Records of the
synthesis of theoretical framework (3) Records of the synthesis of constructivist theory framework on
environment learning to enhance learners’ analytical thinking (4) Evaluation forms for the experts on
evaluating constructivist theory framework on environment learning to enhance learners’ analytical
thinking (5) Survey for learners toward learning management to enhance their analytical thinking and
(6) Interview questions for learners asking about learning management to enhance analytical thinking

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6. Data collection and data analysis

The procedures of the data collection were presented as follows:
⚫ Literature review was to study and analyze principles, theories, and related studies of the

environment learning design through web-based learning based on constructivist theory framework
to enhance analytical thinking. As such, studying the principles and the related theories are
involved with learning theory. Comprised of Constructivist theory and Cognitive theory are
information processing theory in order to build up a foundation of the study including
characteristics and symbols on media, recording on records of verification documents, and
analyzing the data by using documentary research and descriptive analysis.
⚫ The synthesis of theoretical framework retrieved from the literature review in No. 1 showed 6
aspects of the basic theory as follows 1) Psychological learning base 2) Pedagogical base 3) Context
base 4) Media theory base 5) Technology knowledge base, and 6) Analytical thinking base.
Recording the records of the synthesis of theoretical framework was used and verified by the
experts, and the data collection was analyzed by using the documentary research and descriptive
analysis.
⚫ The synthesis of the designing framework based on the theoretical framework was designed to
focus on constructing knowledge obtained from constructivist theory and analytical thinking, and
applied the theoretical principles to the practical term by generating the components of environment
learning of the constructivist theory framework and analytical thinking. Also, the data were
analyzed by using the documentary research and descriptive analysis. The instruments were
verified by the experts and the suggestions were given to improve the study.
⚫ The designing framework and the components of environment learning through web-based learning
based on constructivist theory framework and analytical thinking were verified by the experts that
evaluated the consistency between the theoretical principles which applied to the designing
framework and the components of environment learning for evaluating, bringing the suggestion to
improve the study, and analyzing the data by using documentary research and descriptive analysis.

7. The results of the study

The findings from the synthesis of the environment learning framework based on constructivist theory
framework to enhance analytical thinking for grade 11 student included the theoretical framework and
the designing framework of the environment learning based on constructivist theory to enhance
analytical thinking. The details were presented below.

7.1 The theoretical framework of the web-based learning environment based on constructivist
theory to enhance analytical thinking for grade 11 student.

From studying on the principles and the theories of the designing of the environment learning based on
constructivist theory to enhance learners’ analytical thinking, the findings found that there were 6
important theoretical basics.

7.1.1 Psychological learning base

The researcher has studied the psychological learning base and integrated the two theoretical basics
which were (1) Constructivist theory are Cognitive constructivist and Social constructivist, and (2)
Cognitive theory is Information Processing Theory.

7.1.2 Pedagogical base

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It was the study of the theoretical principles and teaching approaches which applied to be the basis on
designing the environment learning base on constructivist theory to enhance learners’ analytical
thinking. The basic designing of this study was constructivist learning models.

7.1.3 Context base

It retrieved from the survey and interview of 15 students participated in this study. The related questions
in the survey and interview were about instructional management and learning based to enhance
learners’ analytical thinking through web-based learning with environment learning and technology
especially learning through networks. The result found that learner have never exposed to the activity
which promote analytical thinking. The instruction in the classroom was mostly deductive learning
which the teacher gave, and the learners received only. From the result of the context in the classroom
mentioned above, the researcher considered that this problem could be brought to the idea of designing
the environment learning through networks based on constructivist theory to enhance analytical
thinking adopted from Chaijaroen (2007) in each web-based learning environment based on
constructivist theory to enhance analytical thinking.

7.1.4 Media base

As the designing and development of the environment learning through web-based learning based on
constructivist theory to enhance analytical thinking were mentioned in this study, the researcher
investigated the media symbol system in order to design and develop the environment learning through
web-based learning based on constructivist theory to enhance analytical thinking. The information was
presented through computer networks in a form of hypertext which contained texts, pictures, sound,
animation, video, and narrative voice. Also, hyperlink was one of effective ways of how to access to
information connected to node of various sources with unlimited knowledge sources, and it helped
learners to expand their knowledge.

7.1.5 Technology knowledge base

In order to design and develop the environment learning through web-based learning based on
constructivist theory to enhance analytical thinking, the researcher did the study on learning
management through web-based learning and the media would response to building knowledge by
using web-based system in teaching and learning integrated with teaching approach adapted from
constructivist learning environment. Moreover, it was essential to have a concept with integrating the
characteristics of Hyper-media and World Wide Web to create environment learning on learning
without boundary. The learners were able to select contents from related lessons or media. Therefore,
the learners had opportunities to manage their learning by selecting the orders of contents from lessons
and each of them was able to arrange available time by themselves. It was the way learners were able to
interact with the teacher and others without time-limited or at the same situation, besides decrease some
expenses. Therefore, the researcher used to be the base in designing and developing the Constructivist
web-based learning environments to enhance analytical thinking.

7.1.6 Analytical thinking base

As the designing and development of the environment learning through web-based learning based on
constructivist theory to enhance learners’ analytical thinking was conducted, the researcher had adopted
the analytical thinking concept from Chaijaroen (2007) which comprised of (1) classify the component
of elements, 2) identify the logical correlation between those elements to find out the real cause of what
happened and 3) classify and categorize the elements.

In the current study, the researcher realized that the development of the environment learning
through web-based learning base on constructivist theory to enhance learners’ analytical thinking was
very important because when integrating cognitive process with constructivist theory in learning and
teaching, the learners were encouraged to gain more knowledge. The cognitive theory, symbol system,

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the characteristics of media, and the enhancement of analytical thinking were displayed as the relation
between 6 bases shown above in Figure 1.

Psychological learning base Pedagogical base Context base
Constructivism Constructivist Learning Model - Curriculum
- OLEs (Hannafin, 1999) - Earth physical change
• Cognitive constructivist - Situated Cognition & Situated
(Piaget, 1980) Learning Technology base
• Social constructivist (Herrington & Oliver, 2000) - Web-Based learning
(Vygotsky,1992)
The model of the web-
Cognitivism based learning
• Information Processing Theory Environments based on
(Klausmeier, 1985) Constructivist theory to
enhance analytical thinking
Analytical thinking base for grade 11 student
• Analytical thinking
(Sumalee Chaijaroen, 2007)

Media base
- Media Symbol Systems

Figure 1. Theoretical framework of the web-based learning environment based on constructivist
theory to enhance learners’ analytical thinking

7.2 The designing framework of the environment learning through web-based learning based
on constructivist theory to enhance analytical thinking

The synthesis of the designing framework of the environment learning through web-based learning
based on constructivist theory to enhance analytical thinking was adopted from theoretical framework
to use as the foundation by bringing theory to practice. The components of the designing framework of
the environment learning through web-based learning based on constructivist theory to enhance
analytical thinking were composed of 4 processes which focused on learning process and analytical
thinking. The details were presented as follows.
⚫ Stimulating cognitive structure and promoting learners’ analytical thinking based on constructivist

theory and cognitive theory were driven by stimulating learners with cognitive conflict situations. It
meant the learners were probably given a situation or a problem which involved with their actual
context such as Earth physical change. The learner constructed new ideas or concepts based upon
their past experiences. The researcher designed the problem-based situation related to Earth
physical change and determined learning tasks which enhanced learners’ analytical thinking based
on constructivist theory. The cognitive constructivist of Piaget (1964) was adopted to use as the
designing base by stimulating cognitive disequilibrium on learners and enhancing their analytical
thinking. The environmental situations were managed to make learners have cognitive conflict
which learners needed to accommodate their cognitive structure into cognitive equilibrium by
creating a problem situation and assigning the learners to participate in the situation and solve a
problem. The learners were stimulated to think critically which followed by the component skills of
asking and answering questions for clarification, making decision, defining terms, and identifying
assumptions and integrating.
⚫ Promoting the accommodation of cognitive equilibrium occurred when the learners got activated
from the stimulation of cognitive structure, and from the cognitive conflict. The learners attempted
to accommodate their cognitive structure into equilibrium in order to assimilate new ideas.
Furthermore, promoting the accommodation of the cognitive structure emphasized on how the
learners seek for information and apply it to build up new knowledge. Also, the learners’ analytical

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thinking was enhanced in order to promote the way learners solve problems in various situations
based upon constructivist information processing theory of Klausmeier (1985). The theory focused
on the information arranged in categories of pictures or animations so that the learners were able to
process information better in both science and analytical thinking. Besides, learning together helped
encourage the learners to exchange their ideas with other learners, the teacher, and the experts in
order to extend the learners’ perspectives and organized information system in their mind. The way
how the learners collected the data was adopted from SOI Model by Mayer (1996). The learners
learned to organize information during their learning, to select related information for arranging the
categories, and to integrate the new information with the existent information. From the theory
mentioned above, synthesizing the designing framework of the environment learning through
web-based learning based on constructivist theory to enhance had adapted theory to practice which
comprised of (1) Resources used in supporting seeking knowledge from various resources (2)
Cognitive tool used in supporting actions on data and information (3) Collaboration used in
supporting learners to share their experiences, expanding the perspective of thinking, and causing
contemplation. Besides, helping adjust and prevent the error misunderstandings.
⚫ The support and promote of analytical thinking consisted of the analytical thinking center
supporting the learning tasks and analytical thinking as an intermediary to support the increase or
expand thinking based on analytical thinking concept from Chaijaroen (2007) which comprised of
the essential component skills; (1) classify the component of elements, (2) identify the logical
correlation between those elements to find out the real cause of what happened and (3) classify and
categorize the elements.
⚫ The support for extending the cognitive structure, according to Vygotsky’s (1925) principles, he
convinced that learning should take place in the learners’ zone of proximal development. If the
learners were under the zone, they needed to get help in learning. It was the way learners got advice
and got encouraged to cognitive equilibrium. Vygotsky’s principles were adopted to be the base of
the synthesis of the designing framework of the environment learning through web-based learning
based on constructivist theory to enhance analytical thinking in the topic of Earth physical change.
The components of the designing were transformed from theory to practice composed of 1)
Scaffolding gave the support to learners on solving a problem or learning in a situation that they
might not be able to manage. The help stations consisted of 4 stations which were thinking in a
concept, thinking process, thinking strategy, and analytical thinking. 2) Coaching helped stimulate
learners to think and construct knowledge on their own by observing, listening, and asking
(Hannafin, 1999; Chaijaroen, 2009)

From the synthesis of the designing framework of the environment learning through web-based
learning based on constructivist theory to enhance analytical thinking in the topic of Earth physical
change, the relation of the theory in Figure 2 demonstrated the transformation of the theory framework
to practice. The important components were presented in Figure 2 which comprised of (1) Problem base
(2) Resource (3) Cognitive Tool (4) Collaboration (5) Analytical Thinking Center (6) Scaffolding (7)
Coaching.

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Figure 2. The designing framework of the web-based learning environment based on Constructivist
theory to enhance analytical thinking

Figure 3. The components of the web-based learning environment to enhance analytical thinking
8. Conclusion and discussion
The findings of the synthesis of the theoretical framework and the designing framework of the
environment learning through web-based learning based on constructivist theory to enhance analytical

331

thinking for grade 11 students found that the theoretical framework composed of 6 theoretical basics
which were 1) Psychological learning base 2) Pedagogical base 3) Context base 4) Media theory base 5)
Technology knowledge base, and 6) Analytical thinking base. Moreover, the designing framework
components composed of 7 important components which were (1) Problem base (2) Resource (3)
Cognitive Tool (4) Collaboration (5) Analytical Thinking Center (6) Scaffolding (7) Coaching.

From the evaluation of the designing framework of the environment learning through
web-based learning based on constructivist theory to enhance analytical thinking in the present study,
the findings were in line with Chaijareon et.al (2007) that investigated the potential of learners’ thinking
using learning innovation to promote learners’ thinking skill. Also, similar to Kanjak (2004), he
developed the result of environment learning management through web-based learning based on
constructivism: open learning environment (OLEs) employed by university learners from technology
education department.

As the related studies were mentioned, the findings showed that the theories and principles used
to be the base of synthesizing both theory framework and designing framework caused a quality of
developed learning environment which focused on the design and the synthesis of the designing
framework of the environment learning through web-based learning to enhance analytical thinking.
From the studies mentioned above, the synthesis of the designing framework of the environment
learning through web-based learning based on constructivist theory to enhance analytical thinking used
the designing theory framework on teaching based upon the theoretical basis and applied the theory to
practice, which might impact to the design and the development of innovation such as knowledge
construction based on constructivist theory or cognitive theory helped process the information and
analytical thinking. (Chaijaroen, 2007) Which composed of 1) classify the component of elements, 2)
identify the logical correlation between those elements to find out the real cause of what happened and
3) classify and categorize the elements. These important components might affect to learners’ learning.
Therefore, the synthesis of the designing framework would guarantee the success of the design and the
development of the environment learning through web-based learning based on constructivist theory to
enhance learners’ analytical thinking through research and development process, and would be clearly
approach for the design which impacted to the effectiveness of the environment learning through
web-based learning based on constructivist theory to enhance learners’ analytical thinking and helped
learners improve their learning in the future.

Acknowledgements

This work was supported from Faculty of Education, and the Research and Technology Transfers
Affairs Division, Khon Kaen University

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and Philosophy) Symposium at the UNAM in Mexico City (Mexico). 9-10, November, 2009. Latin America
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Chaijaroen, S., et al. [n.d]. The Research Report : The Development of Model of Web based Learning Environment to
Support The Knowledge Construction. Khon Kaen: Faculty of Education, Khon-Kaen University.
Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction.
In David H. Jonassen. Handbook of research for educational communications and technology. (pp. 170-198).
London: Prentice Hall International.
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Educational Technology Research & Development, 48(3), 23-48.
Kanjug, I. (2003). The Effect of Web-Based Learning Environments Developed Based on Constructivism: Open
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Klausmeier, K.A. (1985). Educational Phychology(5th ed). New York: Harper & Row.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Strategic Leadership of School Administrators
Under the Office of the Basic Education
Commission, Thailand

Onkanya MEETONG *, Jittakorn JANSUK, Bilyu YANG,
Saowanee SIRISOOKSILP & Parnpitcha KANJUG
Faculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: This research is a comparative research method (t-test). The research aims to study
strategic leadership level of school administrators and compare the strategic leadership levels of
school administrators classified by types of educational institutions. The sample group was
school administrators and teachers, 114 people under the Udonthani Primary Educational
Service Areas Office 3, Ban Dung District 1 Group, and 123 people of school administrators
and teachers under the Khon Kaen Secondary Education Service Area United Campus
Kanlayanamit which was stratified random sampling. The research instrument was a
questionnaire of examine the level of leadership. The statistics was used in data analysis was
Frequency, Percentage, Mean, Standard Deviation and Independent t-test. The results revealed
that, Udonthani Primary Educational Service Area Office 3 overall had a high practice level,
while Kalayanamit Districts Group of Khon Kaen Secondary Educational Service Area Office
in highest practice level. Specifically, Establishing Organizational Direction, Strategy
Implementation, and Strategic Control and Assessment of them have different means and
practice level. Furthermore, the comparison of the strategic leadership of the school
administrators also differences with different t-test both specific analysis and overall analysis
which found at .05 level of statistical significance.

Keywords: Strategic Leadership, School Administrators, Comparative Research

1. Introduction

Nowadays, evolution has changed rapidly. At the same time, organizations today are faced with
a complex economic, political, social, technological and educational environment and a rapidly
changing environment, therefore organizations need to adapt to accommodate this change. There is
preparation in various fields (Arunrung & Thirawat, 2016). The leader is the person who influences the
organization, who can manage the organization for the most efficiency and effectiveness, and develop
the organization to be stable (Chatichai & Thirawat, 2016). Furthermore, leaders need to rely on the
science and art of educational administration as a key tool in strategic transformation in effective
management for organizational effectiveness (Dawruwan, 2019).

Since 21st century, leaders have progressed into the organization, have properties that
demonstrate the direction of the organization, and able to motivate the inspiration of the personnel
which is the process of developing the competence of the co-workers to higher and more potential
levels. As a result, it would awareness of the mission and vision of the organization. Controlling with
moral practice to achieve a balance in organization, motivating colleagues to work together, to
cooperate in developing and implementing various areas to achieve the objectives or goals set, even
modifying it for better educational institutions, as well as driving successful strategic management to
keep up with the progress and be suitable for education in the 21st century, all of those activities are
attributes of strategic leaders (Siriphen, 2013). In addition, successful organizational leaders totally
have strategic leadership, especially leaders of educational institutions. To achieve the school goals that
have been set, they have to manage the academy as a strategic leader that they can be able to analyze
weaknesses, strengths, obstacles, opportunities and determine strategies for management (Netpunna,
2009). Dawruwan (2019) supported that strategic management is an important tool for leaders. Since
strategic management is a way to help managers determine the direction of an organization, to analyze

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the environment both inside and outside the organization, to help formulate strategies of organization,
for applying strategies to practice, control and evaluate the performance of the organization. Therefore,
strategic leadership is an important behavior for leaders to be able to motivate and improve educational
institutions to develop awareness of quality, which keeps the schools up to date with the changing
situation, and creates a balance for the personnel to be happy in their operations.

Leaders today must have the qualifications to lead the school in a new direction and make
progress with the ultimate goal. Strategic leadership need to change ways of thinking and management
to be consistent with the change, try to make complete strategic planning that covers all missions and
frameworks of educational institutions, use management process especially strategy implementation,
such as manage organizational culture structure, information technology, human resources. Finally
control and evaluation of strategies integrated into a strategic management model. Managers who must
have direct responsibility for the strategic management of all stages. The strategic management consists
of three important steps, namely strategic formulation, strategic implementation, and strategic control
and evaluation (Suthep, 2007).

The Office of the Educational Service Area is an educational institution that has been
modified in accordance with the National Education Law (1999) and Amendment (Second Ed., 2002).
School administrators should have strategic leadership to determine the direction of schools through
vision and strategy. Leaders have a responsibility to the internal and external environment, and
formulate the future development plan of educational institution.

For the above reasons, researchers are interested in studying the strategic leadership of school
administrators under the Office of the Basic Education Commission. Those administrators belong to
Bandung Districts Group 1 of Udonthani Primary Educational Service Area Office 3, and Kalayanamit
Districts Group of Khon Kaen Secondary Education Service Area Office. We hope this paper can be
useful in planning and the development of school administrators in the future.

1.1 Research Questions

1. What is the strategic leadership level of school administrators under the Office of the Basic
Education Commission?

2. How does the strategic leadership levels of school administrators under the Office of the Basic
Education Commission classified by type of educational institution?

1.2 Research Objectives

1. To study strategic leadership level of school administrators under the Office of the Basic
Education Commission classified by types of educational institutions.

2. To compare the strategic leadership levels of school administrators under the Office of the
Basic Education Commission classified by types of educational institutions.

1.3 Research Conceptual Framework

Researchers studied the conceptual framework of strategic leadership of school administrators
Chawengsak (2010), then conducted the study and collected the data from the population, sample group
as the framework followed:

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• Strategic Establishing Organizational
• Leadership Direction
• Primary
school Strategy Implementation

Strategic Control and
Assessment

• SecondarFigure 1. Strategic Leadership of School Administrators

Under the Office of the Basic Education Commission, Thailand

y school

2. Research Method

This research is a comparative research method (t-test). The research aims to study strategic
leadership level of school administrators and compare the strategic leadership levels of school
administrators classified by types of educational institutions. The sample group was school
administrators and teachers, 114 people under the Udonthani Primary Educational Service Areas
Office 3, Ban Dung District 1 Group, and 123 people of school administrators and teachers under the
Khon Kaen Secondary Education Service Area United Campus Kanlayanamit which was stratified
random sampling. The research instrument was a questionnaire of examine the level of leadership.
The statistics was used in data analysis was Frequency, Percentage, Mean, Standard Deviation and
Independent t-test. This research was divided into three steps.

- Do document study on the strategic leadership of school administrators from a variety of
sources. Furthermore, researchers studied the components of the strategic leadership of the school
administrators by adapting from Chawengsak (2010) and already received permission from the owner
of the work. There are totally 3 components: organizational direction setting, strategy implementation,
and strategy control and evaluation. The questionnaire's characteristics were 24 rating scales
consisting text and estimation scale 5 levels for respondents to choose to answer only one level
according to Likert principles.

-Analysis the questionnaires to find the credibility of the questions, then apply questionnaire to the
sample groups. The sample group was divided into types of educational institutes, which are Bandung
Districts Group 1 of Udon Thani Primary Educational Service Area Office 3, and Kalayanamit Districts
Group of Khon Kaen Secondary Educational Service Area Office.

- Use questionnaires that collected from sample groups to analysis arithmetic mean (x̄ ) and
standard deviation (S.D.). After that measure the level of strategic leadership of school administrators
by the criteria of Boonchomsri (2011). Finally, find the average score for each item for analyzing and
comparing by t-test.

3. Findings

Research results on strategic leadership of school administrators under the Office of the Basic
Education Commission, Thailand had been concluded into two parts.

1. The results of the analysis of the practice level of Strategic leadership of the school
administrators under the Office of the Basic Education Commission, Thailand classified with type
analyzed into overall and each aspect.

1.1 The level of strategic leadership of the school administrators under the Office of the Basic
Education Commission, Thailand classified with school type analyzed into overall.

336

The level of strategic leadership of school administrators under Udonthani Primary
Educational Service Area Office 3 was in high practical level ( = 4.08, S.D. = 0 .66). In addition,
when we analyzed into each aspects, it showed that organizational direction setting had the highest

mean ( = 4.22 S.D. = 0.68), followed by strategy implementation ( = 3.96, S.D = 0.67) and strategy

control and evaluation ( = 3.96, S.D = 0.67).
The level of strategic leadership of school administrators under Khon Kaen Secondary

Educational Service Area Office, it was in highest ( = 4.65, S.D. = 0 . 47). Specifically, strategic

control and assessment has the highest mean ( = 4.70, S.D = 0.44), followed by strategy
implementation ( = 4.66, S.D. = 0.48), while organizational direction setting with the lowest mean (
= 4.61, S.D = 0.49).

1.2 The level of strategic leadership of the school administrators under the Office of the Basic
Education Commission classified with school type analyzed by each aspects, which including
Establishing Organizational Direction, Strategy Implementation, and Strategic Control and
Assessment.

School administrators under Udonthani Primary Educational Service Area Office 3
Establishing Organizational Direction, it was in a high practical level. Furthermore, its
components mean showed that using strategic thinking determines the best methods to achieve goals
had highest mean ( = 4.38, S.D. = 0.54(. Followed by reporting the programs and projects to be used
as information to develop and set up the practical plans ( = 4.34, S.D. = 0 . 65( , being able to
coordinate different factors with the total quality management (TQM) ( = 4.32, S.D. = 0.63(, being
able to manage to achieve good management ( = 4.31, S.D. = 0.68(, communicating with the parents

and students who are target groups to demonstrate new ideas and expand the service areas ( = 4.23,

S.D. = 0.70), having work standard to create organizational culture and best practice ( = 4.16, S.D. =
0 . 74( , having the ability to analyze the situation which can apply in practice to develop the
organization ( = 4.16, S.D. = 0 .74(, defining the vision, target, mission, goal, main products, plans
and projects of organization that lead to organizational practice ( = 4.14, S.D.= 0 .73( , and being
proactive and inspiring colleagues to actively work and solve problems ( = 4.09, S.D.= 0 . 78( .
Finally, the one with the lowest mean was focusing on fulfilling the vision through teamwork and the
vision must have unique strengths of the organization had ( = 4.09, S.D. = 0.78(.

Strategy Implementation, it was in a high practical level. When analyzed into each items, it

showed that the item with highest mean was communicating in planning process thoroughly ( = 4.25,
S.D. = 0 .66(, followed by combining various positions into appropriate interrelated and manageable
units ( = 4.22, S.D. = 0.56(, defining operational guidelines and the need for resource use ( = 4.13,
S.D. = 0 . 65( , setting standards for performance ( = 4.10, S.D. = 0 . 76( , providing training and
developing human resources ( = 4.05, S.D. = 0 .65( , evaluating the work practices that have been
prescribed ( = 4.04, S.D.= 0 . 69( , reviewing and adjusting control methods when circumstances
change and the control results do not meet the requirements ( = 3.90, S.D.= 0 . 56( . What's more,
distributing work into duties had the lowest mean ( = 3.89, S.D. = 0.70(.

Strategic Control and Assessment, it also in a high practical level. Analyzing different items
of it, showed that the item with highest mean was carrying out written reports ( = 4.10, S.D. = 0.67(,
followed by Self-observation ( = 4.05, S.D. = 0 .61(, bring the actual performance to compare with
the specified standards ( = 4.04, S.D. = 0 . 63( , and improving the things that do not meet the
specified standards ( = 4.02, S.D. = 0.69(. In addition, reporting the results to the persons concerned
( = 3.80, S.D. = 0.68( and improving result to be information for future ( = 3.80, S.D. = 0.65( had
the same mean, the lowest mean.

School administrators under Khon Kaen Secondary Educational Service Area Office
Establishing Organizational Direction, it was in a highest practical level. Specifically, using

strategic thinking determines the best methods to achieve goals had highest mean ( = 4.72, S.D. =
0.45(, followed by reporting the programs and projects to be used as information to develop and set up
the practical plans ( = 4.71, S.D. = 0 .46( , being able to coordinate different factors with the total
quality management ( = 4.71, S.D. = 0 .45(, communicating with the parents and students who are
target groups to demonstrate new ideas and expand the service areas ( = 4.63, S.D.= 0 .70( , being
proactive and inspiring colleagues to actively work and solve problems ( = 4.62, S.D.= 0 . 49( ,

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defining the vision, target, mission, goal, main products, plans and projects of organization that lead
to organizational practice ( = 4.62, S.D.= 0.49(, having the ability to analyze the situation which can

apply in practice to develop the organization (( = 4.57, S.D. = 0.53), being able to manage to achieve
good management ( = 4.57, S.D. = 0.56(, focusing on fulfilling the vision through teamwork and the
vision must have unique strengths of the organization ( = 4.56, S.D. = 0.49(, the last one with lowest

mean was having work standard to create organizational culture and best practice ( = 4.53 S.D.=
0.53(.

Strategy Implementation, it was in a highest practical level. Specifically, communicating in
planning process thoroughly had the highest mean ( = 4.75, S.D. = 0.43(, then setting standards for
performance ( = 4.72, S.D. = 0 .45( , evaluating the work practices that have been prescribed ( =
4.67, S.D. = 0 . 47( , providing training and developing human resources ( = 4.67, S.D. = 0 . 47( ,
defining operational guidelines and the need for resource use (x ̅ = 4.65, S.D. = 0.49), distributing
work into duties ( = 4.65, S.D.= 0.54(, and combining various positions into appropriate interrelated
and manageable units ( = 4.63, S.D.= 0.48 ( followed in order. And the item with lowest mean was

reviewing and adjusting control methods when circumstances change and the control results do not
meet the requirements ( = 4.57, S.D. = 0.53(.

Strategic Control and Assessment, it was in a highest practical level. Explain in detail,
improving result to be information for future plans had the highest mean ( = 81, S.D. = 0.39(, then
follow by carrying out written reports ( = 4.77, S.D. = 0 . 42( , bring the actual performance to
compare with the specified standards ( = 4.74, S.D. = 0 .44(, improving the things that do not meet
the specified standards ( = 4.71, S.D. = 0 .45( , reporting the results to the persons concerned ( =
4.65, S.D. = 0.48(, and Self-observation which had the lowest mean ( = 4.55, S.D.= 0.49( as shown

in the table 1.

Table 1

Strategic Leadership Level of School Administrator under the Office of the Basic Education
Commission, Thailand

Udon Thani Primary Khon Kaen Secondary

Strategic Leadership Level of Educational Service Area Educational Service Area

School Administrator Office 3 Office

Establishing Organizational x S.D. Practical x S.D. Practical
Direction
Strategy Implementation Level Level
Strategic Control and Assessment
4.22 0.68 High 4.61 0.49 Highest
Total
4.07 0.65 High 4.66 0.48 Highest
3.96 0.67 High 4.70 0.44 Highest
4.08 0.66 High 4.65 0.47 Highest

2. The results of the comparison of strategic leadership of the school administrators under the
Office of the Basic Education Commission, Thailand.

2.1 Establishing Organizational Direction, school administrators under Udonthani Primary
Educational Service Area Office 3 had the mean of 4.22 and standard deviation of 0.49, while
school administrators under Khon Kaen Secondary Educational Service Area Office had the mean of

4.61 and standard deviation of 0.25. The comparison result (t-test) was 7.501.
2.2 Strategy Implementation, school administrators under Udonthani Primary Educational

Service Area Office 3 had the mean of 4.07 and standard deviation of 0.37, while school
administrators under Khon Kaen Secondary Educational Service Area Office had the mean of 4.67
and standard deviation of 0.21. The comparison result (t-test) was 14.778.

2.3 Strategic Control and Assessment, school administrators under Udonthani Primary
Educational Service Area Office 3 had the mean of 3.98 and standard deviation of 0.36, while
school administrators under Khon Kaen Secondary Educational Service Area Office had the mean of

4.71 and standard deviation of 0.21. The comparison result (t-test) was 18.598.

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The comparison of the strategic leadership level of the school administrators under the Office of
the Basic Education Commission totally included 3 aspects: 1) Establishing Organizational Direction
2) Strategy Implementation and 3) Strategic Control and Assessment. The results showed that the
school administrators under Udonthani Primary Educational Service Area Office 3 had the mean of
4.66 and standard deviation of 0.16, while school administrators under Khon Kaen Secondary
Educational Service Area Office had the mean of 4.09 and standard deviation of 0.35. The
comparison result (t-test) was 15.873.

To consider the level of statistical significance was equal to 0.00, which was less than the level
of statistical significance that was set at 0.05. Under the Office of the Basic Education Commission
Of school administrators under Udonthani Primary Educational Service Area Office 3 and school
administrators under Khon Kaen Secondary Educational Service Area Office with statistical
significance at the 0.05 level as shown in table 2.

Table 2

Comparison of Strategic Leadership Levels of School Administrators under the Office of the Basic
Education Commission, Thailand.

4. Conclusion and Discussion

From the research results, it was found that the strategic leadership of school administrators under the
Office of the Basic Education Commission could be conclude as follows:

1. Strategic leadership level of the school administrators under the Office of the Basic Education
Commission, Udonthani Primary Educational Service Area 3 had a high practice level both in
overall analysis or component analysis. What’s more, organizational direction setting had the highest
practice level, followed by strategy implementation, and the one with lowest practice level was
strategy control and evaluation. However, the strategic leadership level of the school administrators
under Khon Kaen Secondary Educational Service Area Office had a highest practice level both in
overall analysis or component analysis. Furthermore, organizational direction setting had lowest
practice level, while strategy control and evaluation had the highest practice level, and strategy
implementation lied between them.
The finding of Khon Kaen Secondary Educational Service Area Office supported to Klaasak., et
al. (2014) that they considered leaders at present, especially school administrators need to change the
leadership style with strategic leadership, they are model of leaders to develop organization. In
addition, successful leaders must have leadership with key features which included vision,
development, and bring the vision to achieve the goal. Moreover, Bettey (2005( once said, strategic
leadership is essential to the success of an organization as it gives leaders a clear picture of the
organization and its external conditions. Strategic actions are in depth in analyzing issues which
would affect the future of the organization. Maria (2011( further explained strategic leadership would
help members understand the visions, goals and directions of organization to avoid conflicts and
confusions in working effectively to achieve organizational goals and objectives. The finding was also
consistent with the research of Kamol Sowapee and Wallapha (2013) who examined strategic
leadership that affects school effectiveness under the Office of Udonthani Primary Educational

339

Service Area 3, found that the strategic leadership of those schools generally at a high level in all
aspects, when organizational direction setting had the highest practice level and followed by strategy
implementation and strategy control and evaluation. The finding was also similar to Wiraporn and
Wallapha (2003), which did research strategic leadership of school administrators affecting school
effectiveness under Khon Kaen Municipality, showed high level in overall image and it can be sorted
from the highest mean to lowest in order: strategy implementation, strategy control and evaluation,
organizational direction setting.

2. Comparison of strategic leadership level of school administrators under the Office of the
Basic Education Commission classified by type of educational institutions showed that Udonthani
Primary Educational Service Area Office 3 and Khon Kaen Secondary Educational Service Area
Office were different in each aspects. Specifically, the most different was strategy control and
evaluation with t-test 18.598, followed by strategy implementation with t-test 14.778, and
organizational direction setting with t-test 7.501. On the other hand, school administrators under
Udonthani Primary Educational Service Area Office 3 and Khon Kaen Secondary Educational Service
Area Office statistical significance at the 0.00, as leadership of school administrators under the Office
of the Basic Education Commission analyzed organizational direction setting, strategy
implementation, and strategy control and evaluation. It found that mean of those three aspects of
school administrators under Khon Kaen Secondary Educational Service Area Office higher than who
under Udonthani Primary Educational Service Area Office 3. It may because those reasons:

1. Establishing Organizational Direction, it mainly because school administrators under Khon
Kaen Secondary Educational Service Area Office have formulated the organizational direction which
emphasized the vision of teamwork, and set work standards to create an organizational culture and
best practices. In accordance with Kanyarat (2007) stated that strategic leadership refers to the state
that leaders demonstrate in directing and motivating members. It is the process of developing the
abilities of the participants to a higher level and more potential, in order to create awareness of the
mission and vision of the group and motivate the participants to work together to develop and
improve schools better. DuBrin (1998( gave further explained about strategic leadership that the key
of setting organizational direction was its leader has high-level cognitive activity and strategic
thinking.

2. Strategy Implementation, setting standards for performance, providing training and
developing human resources or distributing work were supported to Netanya (2009) that strategy
implementation is a complex task and is one of the hardest things in managing strategic management,
since it need to practice involves several tools or parts of an organization that adapt the strategy of
action to unite together, as well as need to be very strong leader. Furthermore, Ireland and Hitt (1999)
described the strategy implementation that strategic leaders must do those: 1) focusing on human
resource development activities through a process of continuous learning, 2) carrying out activities
that promote a culture of sustainable effectiveness of the organization by encouraging and opening to
all, and 3) emphasizing practices.

3. Strategic Control and Assessment, reporting the results to the persons concerned, bring the
actual performance to compare with the specified standards, and improving result to be information
for future plans were consistent with Wirat (2003) who took strategic control and assessment or
evaluating result as the final step of strategic management process, and also the performance
evaluation to measure whether performance strategy can lead to achieve organizational goals and
mission, and how relevant between mission and practice. Schermerhorn and Osborn (2000( asserted
that strategic control and assessment need to make a systematic effort to compare working
performance with standards, plans, and missions. Moreover, Aiamthaen (2016) had research
administrator’s strategic leadership and municipal school climate, group 5, and found that 1. The
administrator’s strategic leadership in municipal school, group 5, collectively and individually at a
high level 2. The municipal school climate, group 5, collectively and individually, were found at a
high level, 3. The relationship between administrator’s strategic leadership and municipal school
climate, group 5 was found at .01 level of statistical significance.

340

5. Recommendations

5.1 For application, strategic leadership of school administrators Office of the Basic Education
Commission in Thailand, there are elements that can be applied in other educational institutions. To be
consistent with the context of each educational institutions.

5.2 For future research, interested persons or educational institutions can apply the strategic
leadership of school administrators to research and development or action research to develop
leadership of school administrators Office of the Basic Education Commission in Thailand.
Acknowledgements

We would like to thank Assist. Prof.Dr.Saowanee Sirisooksilp and Dr.Parnpitcha Kanjug to
support, comments and guidance during this study.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Post- school education students’ emotional
intelligence: strategies for higher education

Edwin Darrell DE KLERKa*, June Monica PALMERb
aPhilosophy of Education, Sol Plaatje University, South Africa
bPostgraduate Studies in Education, Central University of Technology (Free State), South Africa

*[email protected]

Abstract: The Covid-19 pandemic has undoubtedly impacted education and invariably
pronounced the need to consider the psychosocial functioning of university students worldwide.
Recognizing that research on university students’ Emotional Intelligence (EI) has accumulated
global attention, the purpose of this paper is to examine strategies that higher education
institutions (HEIs) can use to promote the EI of Post-School Education and Training (PSET)
students to improve curriculum delivery in schools. Further, research indicates that different
aspects of EI are associated with an individual’s ability to perform certain tasks, including
academic and social interaction. This theoretical paper applies transformative learning theory
and highlights the EI competencies required for PSET students to confidently apply their
emotional inclination, self-regulation and emotional contagion toward quality teaching and
learning during a pandemic and beyond. This paper therefore recommends that HEIs apply a
three-phase model to advance the EI of PSET students in the following phases: Phase 1:
Emotional Inclination; Phase 2: Self-regulation; and Phase 3: Emotional contagion so that
they are equipped to contribute positively to ensuring that quality teaching and learning in
schools is achieved.

Keywords: Covid-19, emotional intelligence; post-school education and training (PSET)

1. Introduction

As the COVID-19 pandemic spreads throughout the world, there appears to be a widespread notion that
educational systems in many developed countries are experiencing major and intractable issues.
Worldwide, the state of nations’ education is gaining public attention at a higher rate than ever before,
therefore addressing leadership and curriculum delivery realities in universities became all important.
Nevertheless, despite society’s leaders making lofty promises of transforming learning in universities,
today’s educational systems are largely unable to assist many students in the development of knowledge,
competencies and skills required to positively meet the economic and social challenges of changing
times (Tarragó & Wilson, 2010). Transforming schools in the 21st century, requires teacher education
students to be armed with the competencies and skills to ensure that their schools become autonomous,
socially just and high performing learning environments.

Contemporary studies indicate that significant importance is attached to individual and
socio-emotional skills in teachers’ specialized work. Schonert-Reichl, (2017) and Machera & Machera,
(2017) emphasise the connection between teachers’ socio-emotional abilities and their efficiency in
delivering quality during learning and teaching. The findings show that acceptable levels of emotional
intelligence (EI) support teachers to manage difficulties they may encounter in the educational
environment more effectively (Berkovich & Eyal, 2015). Pertinent studies, conducted with students
who want to obtain educational degrees, show that they lack appropriate skills in managing their
emotions, working collaboratively with others and adjusting to continuous changes in the school
environment (Gilar-Corbi, Pozo-Rico, Pertegal-Felices & Sanchez, 2018; Pertegal-Felices,
Castejón-Costa, & Jimeno-Morenilla, 2014). The afore-mentioned studies in mind and considering that
education systems around the globe are entering the new normal post-COVID-19 era, a reevaluation of
the goals of education and the way in which teachers are equipped to deliver the curriculum, should be
considered. Drawing on the seminal work of Rugg (1927), “a curriculum is a succession of experiences
and enterprises having a maximum lifelikeness for the learner . . . giving the learner that development

342

most helpful in meeting and controlling life situations” (p. 8). Evident from Rugg’s (1927) postulation
is that one of the objectives in making the curriculum applicable, suitable, and receptive is the
development of emotional attentiveness in challenging times. Hartel, Zerbe and Ashkanasy (2005, 6)
argue that emotions are more often seen as an invisible asset for the individual and particularly for the
organization. Reflecting on the current study, EI has yet to provide the contextual basis for a conceptual
or theoretical framework for a study on strategies for PSET students’ emotional intelligence to improve
the quality of learning and teaching in schools.

This paper seeks to answer the following research question: Which strategies may be proposed
for HEIs to advance PSET students’ EI competencies in the quest for improved teaching and learning in
schools?

2. Higher education’s role regarding emotional intelligence amid Covid-19

The Covid-19 pandemic has unsettled people’s lives around the globe, activated an incomparable level
of pressure among students and academic personnel at HEIs. This pandemic-associated pressure
brought unfavourable consequences for learning and the emotional welfare of students. Taking into
consideration the emotional difficulties and uncertainty generated by the Covid-19 pandemic, HEIs
should draw on the EI concepts and tools as one of the most powerful teaching resources for achieving
greater involvement among students and heightened commitment to their academic studies (Fernández
et al., 2020). Since the key to learning lies in the emotions, not reason, a first step towards achieving
meaningful learning in HEIs is to take students’ needs, interests, motivations, and emotions into
account. In such critical situations like the Covid-19 pandemic, the need for EI is essential for the
development of individuals. Abdel-Fattah (2020) emphasises the role of EI and emotional steadiness on
challenging disasters which has international impact and which requires a serious look at the
development of individuals’ EI skills. Covid-19 provides ideal circumstances in which HEIs may
implement the unwritten rules, unspoken expectations as well as social-cultural messages contained in
the curriculum to assist students to succeed both socially and academically (McDonald, 2021). In this
instance, the curriculum contains valuable competencies that may be employed to teach students how to
exercise self-awareness and how to take emotional control to allow for better learning and to thrive
academically. HEIs should thus provide the emotional agenda to assist students to feel more confident
about the world as well as themselves (Zarafghandi, 2018) because, “EI is not optional or supplemental
but rather an integral facet of education” (McDonald, 2020, n.p.).

HEIs should create spaces where students would inspire themselves, be armed to improve their
learning environments, whilst they are continuously supported to develop the emotional skills they
already have (Drigas & Papoutsi, 2020). Notably, individuals with a higher level of EI tend, “to be more
capable of protecting themselves from stressful situations showing less aggression, more self-discipline
and more self-esteem, whilst be better able to cope with stressful and intense conditions” (Kevereski,
Dimovska & Ristevski, 2016, 17). like the Covid-19 pandemic. Significantly, HEIs should continue to
explore possibilities of enhancing scholarship and the all-inclusive development of students by
leveraging EI to manoeuvre practices that may help in shaping their approaches to times of crises, such
as the Covid-19 pandemic.

3. Emotional intelligence for post-school education students during a pandemic

According to Salovey and Mayer (1990), individuals with emotionally intelligent-related abilities use
their dispositions and emotions as well as that of others to encourage themselves to adapt to desired
behaviours. These abilities are indispensable for individuals to effectively facilitate change. In this
regard, EI includes “the abilities to accurately perceive emotions, to access and generate emotions so as
to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate
emotions” (Mayer, Caruso & Salovey, 2004, 197). When related to students in HEIs, EI may assist them
to cope with the inevitability and uncertainty of change within HEIs because they may become more
self-aware, tolerate uncertainty, motivate others, and communicate effectively.

Drawing on Mayer, Caruso and Salovey (2004), we took a Foucauldian stance to present an
adapted version of Goleman’s (2004) components of EI, to provide three EI competencies which may

343

be useful for individuals to flourish during a pandemic. These EI competencies are self-motivation,
self-awareness, and self-regulation. Firstly, an application of self-motivation suggests that individuals
act upon themselves to change their thoughts, behaviour and being (Foucault, 1986) to understand their
emotions as well as the effect it may have on others (Goleman, 2004). Secondly, when individuals are
prepared to exercise self-awareness, they commit themselves to transformation (Foucault, 1987) with a
drive to achieve optimism, even amid difficult situations (Goleman, 2004). Thirdly, when applying
self-regulation, individuals may be positioned to facilitate self-mastery and the attainment of applicable
ethics and skills (Foucault, 1987) because they allow themselves to be open to change, whilst acting
with trustworthiness and integrity (Goleman, 2004). Interpreting the explication (as adapted from
Goleman, 2004), we hold the view that EI may stand students in good stead to navigate through their
journey as teachers with the ability to express and control their own emotions while understanding the
emotions of others toward facilitating improved learning in schools. Furthermore, EI competencies
would empower them to apply suitable techniques to better express, understand and transfer emotions,
irrespective of the negative or positive feelings they may experience. Consequently, when students can
accept their own feelings, they are positioned to observe their reactions and adjust seamlessly to new
conditions (Hussien, Elkayal & Shahin, 2020).

4. Rationale for developing students’ emotional intelligence

According to Serrat (2017), a frequently asked question is whether people are born with EI or can
develop it. Naturally, some people are more emotionally talented than others, but it is possible to
acquire EI skills. The mandate for HEIs is to take a stance concerning the development of EI, where
students should be motivated, provided opportunities to exercise the EI skills taught, receive regular
feedback on their development and, if necessary, new skills should be reinforced (Serrat, 2017).
Goleman (1995) emphasises that if individuals’ EI is not developed, and they lack self-awareness, it
may be impossible to have effective relationships and difficult to manage distressing emotions during
times of disorder. A deliberate effort in developing EI may help students to be more aware of what
causes emotions, how emotions change, how emotions combine and how to regulate their emotions in
stressful situations (MacCann et al., 2020). Such competencies are crucial in identifying and applying
emotions to perform tasks and may strengthen their ability to manage emotions. Therefore, the
importance of developing EI, “is made up of short-term, tactical, dynamic skills that can be brought into
play as the situation warrants. Thus, the individual building blocks of EI - and its overall structure - can
be improved by means of training, coaching, and experience” (Stein & Book, 2000, 21); and it should
be noted that, “Emotional intelligence and emotional skills develop over time, change throughout life,
and can be improved through training and remedial programs” (Bar-On, 2004, 15). Drawing on Salovey
and Mayer (1990), the development of EI should be regarded as a serious matter because students may
acquire an ability to manage themselves and others from the aspect of feeling and emotion. Such
development may enable students to use information about EI to guide their thinking and actions.

Evidently, the topic of EI has strategic implications within higher education, implying that it
should be regarded to include the development of a model for EI (Coco, 2011). This paper proposes a
three-phase model to advance the EI of PSET students in HEIs. The development of such a model will
be in line with principles of transformative learning.

5. Method

This conceptual paper applies tenets of transformative learning theory as a teaching approach, “based
on promoting change and challenging learners to critically question and assess the integrity of their
deeply held assumptions about how they relate to the world around them” (Mezirow & Taylor, 2011, xi).
In one of his writings, Mezirow (2009) provides a synopsis of transformative learning as a practice by
which individuals change challenging frames of reference (meaning perspectives, mind-sets, and habits
of mind). In transforming frames of reference in that individuals are guided by “deep, structural shift in
basic premises of thought, feelings, and actions” (Kitchenham, 2008, p.104). Notably, changes may
occur unexpectedly and be life-changing, comprising intense modifications in individuals’
understanding of the world, of themselves and of knowledge regarding their emotions (Snyder, 2008).

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Mezirow (2011) contends that, transformative learning may occur when individuals experience
a variation of processes which may include, “a disorientating dilemma…, exploration of options for
new roles, relationships, and action; planning a course of action; acquiring knowledge and skills for
implementing one’s plan…” (p.19). Considering Mezirow’s (2011) views, HEIs have been abruptly and
dramatically forced to confront Covid-19, which he aptly describes as a disorienting dilemma (King,
2020). This dilemma brought opportunities for HEIs to provide students with emotional supporting
tools so that they may be able to overcome situational constraints (Mezirow, 1994). Arguably, an
application of transformative learning may assist HEIs in helping students to feel more thoughtful,
inclusive, and emotionally able to navigate change (Mezirow, 2009, 92). With appropriate scholastic
input, “transformative learning can begin with individuals first looking at old things in new ways, then
moving through a process of looking at new things in new ways, and finally doing new things in new
ways” (The E, 2010 as cited in Schnepfleitneri & Ferreira, 2021, 42). Aligned with the views on
transformative learning and echoing Schnepfleitneri and Ferreira (2021), we present an EI model
capturing competencies for post-school education students relevant to improving teaching and learning
in schools.

6. Emotional intelligence model for higher education institutions

Drawing on the literature conducted in this paper, a three-phase EI model is proposed for PSET students.
Principally, these competencies may be encapsulated as part of HEIs curriculum delivery.

PSET students’ EI

Phase 1: Phase 2: Phase 3:
Emotional inclination: Self-regulation: Emotional contagion:
emotional control for increased task accurately gauging their
performance an ability responses and adapting
improved learning - to manage emotions
governing the self on the to new conditions

basis of reason

Towards self-governing, positive emotionality and manifestation of
self-awareness

Figure 1. Three-phase model to develop PSET students’ EI

6.1 Emotional control for improved learning – towards governing the self
Individuals who would open themselves to EI development, would show a, “capacity for reflection and
a passion which is a persistent inclination that is so motivationally powerful that it makes governing
yourself on the basis of reason” (Kant, 1786 as cited in Formosa, 2011, 1). Such passion has reference to
the notion that individuals deliberately act to take emotional control over themselves. However, it
should be noted that, “inclinations are burdensome, even from the perspective of one's own happiness,

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because they always leave behind a still greater void than one had thought to fill, and for this reason
everyone wish[es] to be rid of [inclinations]" (Kant, 1788 as cited in Rohlf, 2013, 750). To eliminate
seemingly negative emotional inclinations, individuals should attend to changes they experience, whilst
trying to take liberty to learn to express themselves in a frank and autonomous manner.

This paper recommends that HEIs should assist students to handle burdensome dispositions
through EI training, enabling them to freely give detailed accounts of their thoughts to understand the
realities they are experiencing. we argue that the practice of free speech may broaden students’ scope of
independency and provide them with more self-mastery. Thus, while speaking out and self-regulating
their actions as well as behaviours, students may become the authors of their own emotional abilities
and experiences, creating significance to their own lives through governing the self. Drawing on
philosophical views regarding governing of the self, we further suggest that HEIs consider fostering,
“transformative capacity aiming to influence and modify the actions of individuals in order to realise
certain goals” (Giddens, 1984, as cited in De Klerk, 2014, 165) in order to, “shape, guide and direct the
conduct of others” (Foucault, 1977 as cited in De Klerk, 2014, 165). In so doing, HEIs would take a
leading role in helping students to govern their emotions to express thoughts and actions. From a
transformative learning perspective, we contend that students, who are afforded opportunities to govern
the self during times of a dilemma, may be able to actively take a stance to change their beliefs,
practices and conduct to become emotional intelligent individuals.

6.2 Increased task performance toward self-regulation and positive emotionality

Covid-19 has justified a shift to more powerful approaches for human beings to manage their emotions.
One way to manage emotions may be through self-regulation which may illuminate how individuals
perform as active agents in managing their emotional lives (Couch, Robinson & Komesaroff, 2020). To
assist students regarding self-regulation to manage their emotions, it has become imperative to, “permit
individuals to effect, by their own means, a certain number of operations on their own bodies, their own
souls, their own thoughts, their own conduct, and this in a manner so as to transform themselves”
(Foucault, 1993, 203). Interpreting Foucault (1993), when individuals are assisted regarding
self-regulation, they are motivated to act in a particular way to bring changes to their own lives.
Therefore, it is important that HEIs educate students how to regulate their thoughts and emotions
towards achieving their learning goals as well as emotional growth (Pandero, 2017).

Consequently, this paper recommends that HEIs should develop PSET students’ self-regulation
of emotions to assist them to become a transformed version of themselves. This implies that students
should be convinced to break down existing knowledge about regulating their emotions in order to
come to innovative understandings of how to regulate the self. For instance, HEIs may implement
practices such as mediation and journal-writing where students keep track of their emotions as well as
emotional growth. Drawing on our experience lectures, we argue that the afore-mentioned activities
(mediation and journal-writing) may foster EI in that students are provided opportunities to be objective
and view things as they really are, thus assisting them to adapt to the educational demands and
especially those difficulties experienced due to Covid-19. HEIs may, therefore, be positioned to assist
students to understand and regulate themselves so that they may feel more emotionally able to be in
control of themselves.

6.3 Strengthening emotional contagion and growing transmitted emotions

During demanding times like the COVID-19 pandemic, it’s normal to be apprehensive of the unknown.
Change always includes some form of emotion as students navigate through and appreciate their
well-being. However, change may disrupt well-being and manifest in resultant confusion. Barsade
(2020) asserts that, during times of uncertainty, EI may provide a way to assist individuals to make
positive emotions more transferrable so that they would feel prepared to control their emotions.
Significantly, emotions are regarded as unpredictable, therefore, “this requires him to act upon himself,
to monitor, test, improve and transform himself” (Foucault, 1992, 28).

We suggest, therefore that HEIs provide PSET students with social and emotional skills that
would influence the way they express and recognize themselves, deal with difficulties, whilst using
emotional information in a meaningful way. Our suggestion relates to a focus on emotion-related
pre-dispositions which involve the tendency to be open to changing situations as well as an application

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of mental abilities to apply knowledge how to be emotionally strong in changing situations (Nelis et al.,
2009 as cited in Issah, 2018). Another suggestion would be that HEIs consider provide training
programmes to teach students social skills. In this way, they may be able to adapt to changing situations,
whilst enjoying the manifestation of self-awareness, empathy as well as promoting a desire to achieve
excellence.

With reference to the suggestions above, we argue that emotional contagion may assist
individuals to thrive and survive in difficult times. In Barsade’s (2002) experiment on emotional
contagion at Yale, a skilled performer was placed within group settings, required to participate in the
groups’ activities while enacting unpredictable levels of satisfaction and liveliness. The groups were
ordered to work towards achieving a pay bonus; they had a fixed sum of money they could spend and
had to assign it grounded on an agreed set of enactment measures. After completion of the activities,
group members were requested to complete self-assessments of their emotions. Outcomes of Barsade.s
(2002) study evidently suggested that the result of one group member’s emotions had an unconscious
influence on the emotions of the other group members. Aligned with Barsade’s (2002) experiment, we
argue that when HEIs would strengthen emotional contagion, positive outcome for PSET students’ EI is
indeed possible.

7. Conclusion

This paper attempted to answer the question: Which strategies may be proposed for HEIs to advance
PSET students’ EI competencies in the quest for improved teaching and learning in schools? We argued
that HEIs should provide the means for students to be motivated to emotionally grow stronger during
times of a pandemic. Covid-19 ushered in an enormous amount of emotional stress for students and
academics globally, making it difficult for them to engage productively with their studies and in their
relationships, resulting in the inability manage their emotions effectively. Thus, HEIs should explore
how PSET students’ EI skills may be developed to assist them during times of crisis, characterized by
heightened emotions.

This article proposes a three-phase strategy for HEIs to use in teacher education programs to
support students develop their emotional intelligence. To beginning, HEIs may add practical strategies
into their curricula to assist students in developing self-management skills. Students may be positioned
in this way to transform their practices, the way they think about things in this world, while also
developing emotional resilience. Second, HEIs may promote emotional regulation, enabling individuals
to develop the ability to manage their emotions in stressful situations. r emotions during difficult
situations. Thirdly, through stabling emotional contagion, HEIs may assist students in developing social
and emotional skills necessary to transform negative experiences into more pleasurable emotional
moments. Increased resilience during the Covid-19 pandemic is feasible because EI permits students to
be effective at reducing fear of the known and unknown. Due to the absence from students and
academics at HEIs in this study, we propose that their EI stories in the classroom be documented and
examined for future research.

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The Analysis of Sesotho Literature within
The Structuralist Framework

Tlebere Merriam SEAPEI
Ms, Central University of Technology, FS, South Africa

[email protected]

Abstract: This study examines the applicability of Structuralism in the two selected Sesotho
novels. It concentrates on investigating how the literary elements of the novel work together
as a structure to create meaning for the narrative. The focus will be on the two selected
Sesotho novels: Nna Salene Kokobela CID by K.E Ntsane and Nna ke mang? by K.P.D
Maphalla. An overall purpose of the study is, therefore, to interpret and analyze the selected
novels using the Structuralist theory and to explore if the literary elements namely, character,
environment, time, theme, and conflict can be analyzed to the compatibility of a structure.
Structuralism is known to originate from the West, in this regard, it has been used in this
study as a tool to evaluate African literature. The interpretation of selected texts will be
discussed as well as characterization to explore to which extend can structuralism evaluate
selected Sesotho literature. The findings of the analysis support the literary texts that are
subject for interpretation. And proves the successful evaluation of Structuralism as a western
theory, with selected African literary works. The study has showed that the elements are
compatible with one another.

Keywords: Elements, Structuralism, analyses, structure, and literature

1. Introduction

The study is about examining the two selected novels within the structuralist framework, to explore to
which extent can the literary elements be analyzed to the compatibility of a structure. When analyzing
and interpreting a specific phenomenon the concept of a structure plays a significant role. When one
looks at a house, one sees a structure, a functional structure that consists of a roof, walls, windows,
doors, and a foundation. All the elements together play a role in the survival of this structure (house). It
is the same in a narrative, one cannot talk about characters without mentioning environment or time of
events. If one is ejected the novel becomes meaningless, this implies that all the literary elements
function together towards the production and realization of meaning.

Very little research, inter alia Strachan (1991), Ntombela (1994) and Boshego (1995) has been
conducted with regards to the applicability of structuralism in African literature. Therefore, this study
will look at analyzing the selected literature within the structuralist theory. According to Creswell
(2003: 29) the literature review in a research study accomplishes several purposes. It shares with the
reader the results of other studies that are closely related to the study being reported. Like Moeketsi
(2002) who investigated the relationship between space and character in Sesotho novels using
structuralism as a literary theory that underpins the research. Moeketsi (2002) may have focused on the
two literary elements, but his findings reveal that they both have distinct features but are not separable.

Dolokwane (2001), Mohatlane (2002), and Seema (1995) are a few people who examined the
elements with the theoretical approach that is structuralism. The analysis of their study used concepts
which were adopted by the structuralists. Structuralism borrows it linguistic models from structural
linguists, especially Roman Jackobson who had been a Formalist in his earlier career. Structuralist
literary theory draws most of their models from Russian Formalism than any other critical movement.

However, the consulted literature which used the structuralism theory and different approaches
to analyze and evaluate literary elements agree that the analysis of these elements and short stories are
used to achieve clear meaning to the narrative and understanding to the reader.

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1.1 The aim of the study.

The aim of the study was to analyze Sesotho novels, Nna Sajene Kokobela CID by Ntsane (1986) and
Nna ke mang? by Maphalla (1991). The analysis will be done within the framework of structuralism.
Concepts including syntagama, paradigm, diachrony, synchrony, fabula and sjuzet are discussed as the
base on which the study analyzed. The structuralist concepts will be employed to see whether these
concepts are compatible with the intended research. It is of principle importance to look at how
characters relate to the environment in which they find themselves.

1.1.1 Research Objectives.

➢ To explore the extent to which structuralism has the capacity to analyze and evaluate Sesotho
literature.

➢ To determine the way characters in Sesotho novels are compatible with the structuralist approach.
➢ To examine how the plot develops through the personalities of characters.
➢ To determine the way time, place and characters in selected Sesotho novels are compatible.

1.1.2 Research Questions.

➢ To which extent does structuralism have the capacity to analyze selected Sesotho literature?
➢ Are the characters in Sesotho novels compatible with the structuralist approach?
➢ How does a plot develop through the personalities of characters?
➢ Are the time, place, and characters in selected Sesotho novels compatible with one another?

2. Methodology

The researcher has chosen qualitative research method, where French Structuralism is the theory on
which this study is based. As a literary approach, structuralism in a broad sense, is the practice of
studying phenomena as structures and in terms of their historical sequence of development. It is the
study of how different elements work together and function as unified entities (Jackson, 1991: 23).
Perrine and Arp (1988: 17) also echo the same idea that the theory at hand is fundamentally a way of
thinking about the world that is predominantly concerned with the perception and description of
structures. In that regard, it is evident to say that in the analysis and interpretation of selected texts the
focus will be on the structure of texts and in the relationships between the units constituting the texts.

The emphasis will be on textual analysis, whereby the literary elements will be analyzed with
the concept of a structure. Characterization will also form part of the discussion and analysis to explore
the extent to which structuralism has the capacity to analyze and evaluate Sesotho literature.

3. Findings And Discussions

The analyzed texts of Nna Sajene Kokobela CID (Ntsane, 1986) and Nna ke Mang? (Maphalla, 1991)
showed that the events were presented in their sequence which created suspense and interest to the
reader. The fabula’s chronological telling of events had a significant role in relation to all the literary
elements. Fabula and sjuzhet in the selected novels created a perfect structural condition that provided
the reader with adequate means to understand the message and theme.

Findings have revealed that the literary elements are inseparable for the meaning of a narrative. This
means that elements of a narrative act together as a structure to create a functioning and meaningful
novel. Therefore, it is possible that these theories can also be applied to other African languages.
Structuralism examined the general laws which literary elements contributed to in relation to one
another. The same method of a structure was applied when analyzing the selected Sesotho novels in
structuralism, the meaning is dependent upon different elements working together within a system. The
literary elements include -:

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i. Characters

Boshego (2007: 43) refers to characters as the agents of the author. He states that the agents are the
writer’s means of effective communication of his or her textualization, whereas Chatman (1978:108)
argues that characters are the people, endowed with specific moral and dispositional qualities, who
carry on the action in a story. The sphere of ‘character’ comes from speeches in which it manifests
itself, as well as the physical actions which are motivated by a person’s character. Characters are
products of the plots, and their status is functional.

And characterization is described by Ntombela (1995: 131), is in a narrative device used by the
author to give a human identity to the otherwise non- human figures in the story. Whereas according to
Cohen (1973: 137) the “art of creating fictional characters in words which give them human identity is
called characterization.

Rimmon-Kenan (1983) classifies two basic types of textual indicators of character, direct
definition, and indirect presentation.

Direct definition tells us straight out by showing the exposition how a character look and
describe the other character. Whereas in indirect presentation, the author tells us the audience about
what the character does, and say, action and thought (Arp and Johnson 2006:104).

Rimmon-Kenan (1983) techniques of characterization were applied to Nna Sajene Kokobela CID
and Nna ke mang? are as follows:
➢ Character’s actions
➢ Character’s speech.
➢ External/ physical appearance.
➢ Environment.
➢ Naming.
➢ Interaction with other characters.

Characterisation in Nna Sajene Kokobela CID.
Kokobela put forward many reasons why he wanted to join the police force, one which was to
improve how women were being treated by the police. But his actions say different when he meets
Topisi’s wife for the first time, Kokobela was already suspicious of her involvement in the murder.
Mafethe’s actions for killing Topisi is the result of rage, hate and his perception of the world, the world
full of injustices, his actions portrayed what kind of a person he is, someone who kills with no remorse
or guilt. Both Kokobela and Mafethe are proud men who do not fear anything or anyone. Kokobela
underestimates Mafethe’s strength, as his physical appearance, height and body size can tell that he has
physical strength, and when observing other elements such as a small military jacket, no shoes on, and
his cleanliness we can assume that he was in the military. The caves were Topisi was founsd is a symbol
of change for Kokobela because it is the place where and why the hunt for Mafethe began which
changed his life. The caves also act a symbol of change for Mafethe were he got to open about his life to
Kokobela and how he has become the person he is today. Both Kokobela and Mafethe’s names reflects
the personality or circumstances of that character or often nicknames are given after the similar physical
or personality features. In this case Mafethe is named by his physical features. How Kokobela
communicates and reaction to other characters revealed that he is a self-centered person, no one’s
opinion is important but his. He does not give the two detectives a chance to have a say in the
investigation, only what he says is important and must be followed. Whereas Mafethe’s communication
with other characters is influenced by the fact that he is known as the bad guy who is feared by everyone
in Berea. He is arrogant and speaks rudely to everyone around him, even the closest people whom he
committed murder with, and he does not trust anyone.
Characterisation in Nna ke mang?
Ever since she disobeyed her husband by opening a shebeen, MmaTsekiso started to act different
even cheating on his husband. After losing the battle with Mmatsekiso, Tsholedi decided to act and take
matters into his own way hands by disguising himself as Kgodumodumo. Tsholedi was always polite
and respectful when he approached his wife about this matter of selling alcohol in their home, but
MmaTsekiso would argue and shout at Tsholedi with disrespect. Tsholedi knew that this business of
Mmatsekiso will destroy his family’s reputation and dignity. Tholedi was right because this shebeen has
changed MmaTsekiso, even when Nthapeleng described her as a beautiful woman and promised to
spoil her with material things that will make her even more beautiful, as a married woman she could

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have refused that offer. Being in that environment of a shebeen everyday MmaTsekiso was tempted to
drink liquor with her friends and customers. The drinking led to love affairs, that’s where things got out
of hand. What was once a peaceful environment for Tsholedi was now a place full of noise, tension, and
drunk people all over the place. This pushed Tsholedi to become Kgodumodumo, a monster he created
to kill the people who ruined his life. Mmatsekiso’s shebeen changed her behavior towards her husband
and her interaction with Nthapeleng gave her a bad reputation in the community. But Tsholedi was a
very kind and generous man, people of Dihlabeng often spoke about the kindness of this man. Even his
son Tsekiso who was away at school would worry about him, knowing that he has no power against his
stubborn wife.

ii. Place

In this section the concepts such as environment, background, location, place, and space will be used
interchangeably to connote the place where characters find themselves Spencer (1971:1). It is the same
idea echoed by Issacharoff (1981: 210), that a play when enacted must take place somewhere. Its
performance must occur in some real, visible space, on a stage or in an area fulfilling that purpose.
Space in narrative, then, is mediated by language, and its perception by the reader can only occur
through the verbal medium.
• Nna Sajene Kokobela CID (1986)

In Nna Sajene Kokobela CID (Ntsane, 1986), we are told that Lesotho is a place where the beliefs of
the people are still centered around ritual murders. These beliefs are expressed when a corpse of a man
is found in one of the caves mutilated. People still believed that if one used traditional herbs, one could
enhance one’s reputation in the community. The ritual murder is the crux on which the story was based.
• Nna ke mang? (1991)

Whereas, in Nna ke mang? (Maphalla, 1991), the belief in money activated the atmosphere in
the novel. If one had money, one gained respect in the community, regardless of how one accumulated
it. The reader was not surprised when Mmatsekiso did not see anything wrong when her husband and
other members of the community disapproved her behavior of selling alcohol in her house.

iii. Time

Time in general may be viewed in three respects: order, duration, and frequency. Statements about order
would answer the question ‘when?’ in terms of first, second, last, before, after, etc. Statements about
duration would answer questions about ‘how long?’ in terms of an hour, a year, long, short, from x till y,
etc. Statements about frequency would answer the question ‘how often?’ in terms of x times a minute, a
month, a page. It is under these headings that Genette sets out to examine the relations between
story-time and text-time (Rimmon-Kenan, 1983:46).
• Nna Sajene Kokobela CID (1986)

In this novel, we came across two locations: Maseru and Berea. Maseru was a modern city and
Berea a rural area. As a powerful policeman trying to eliminate crime in Lesotho it could be very easy to
catch the perpetrators with the resources that a modern city provided. Unlike in rural Berea, where
resources were limited. Resources like transport disadvantaged Kokobela and his men because in rural
areas the only transport was horses. The time of the novel is modern, and it also shows that even in
modern times there are places that are still disadvantaged and still developing like the rural areas.
• Nna ke mang? (1991)

The people of Dihlabeng used modern transportation to attend to their daily lives. Tsholedi was
a security guard at the local shopping center which implied that this was a modern town. In a modern
town or city, women see themselves as equals to men, hence, Mmatsekiso started selling liquor at her
house. She wanted to make her own money, despite her husband being the provider of the family. This
kind of behavior could be found in developed towns and big cities. Here we see time and location
working together to influence people’s behavior.

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iv. Conflict

In some stories the conflict between the characters is caused by the characters background, education,
or their social class. Therefore, these struggles are emphasized by the inclusion made by other
characters whose actions complement those of a main character (Sorenson, 1994:23).

There are two types of conflict that drives any story, external and internal conflict.
The main type of external conflict occurs when the protagonist struggles against the antagonist,
which is a character who mainly opposes the protagonist. However, other types of external conflict can
also arise due to other characters, acts of nature or the society itself in which the character lives
(Boulton, 1975: 34). And internal conflict is the struggle that occurs inside a character, usually the
protagonist or main character (Janovsky: 2015).
• Nna Sajene Kokobela CID (1986)
Kokobela had internal conflict despite being a good, respected policeman who wanted to
eliminate crime in Lesotho. But his feelings were torn when it came to Mafethe’s punishment. He
believed that a man like Mafethe did not deserve to live but at the same time he understood that Mafethe
was not a violent man before he went to war. He experienced a lot of bad experiences and justice was
never on his side. He started to doubt Mafethe’s punishment, if things would have been better for him,
he would probably not be a monster. Kokobela’s external conflict is when he fought with Mafethe at
Topisi’s house. And, inside the caves where Mafethe attacked both Kokobela and his men.
• Nna ke mang (1991)
In Nna ke mang? the conflict was that Tsholedi was always a good man at home and in the
community who wanted peace at his household, but when things got bad, he desired to clean up the
mess his wife had created by killing everyone who was associated with Mmatsekiso’s tavern. He was a
good man who became a killer and a monster. The external conflict was seen when Tsholedi, disguised
himself as Kgodumodumo, started killing people like Matlakala and Moferefere for being associated
with Mmatsekiso and everything she was doing ever since she opened a tavern in their house.

v. Theme

We cannot find a themeless novel, for it is impossible to write sense that is not about something; but we
may find a novel with so many themes that we take it chiefly as a panorama of life (Boulton, 1975: 144).
A theme, in contrast, can involve establishing of a set of issues, problems, or questions without any
attempt to provide a rationale or answer to satisfy the demands these make of the reader (Hawthorn,
1992: 104).
• Nna Sajene Kokobela CID (1986)

In Nna sajene Kokobela, we experienced power and evil. We come across Kokobela a powerful
and respected policeman with a task to find and arrest the cruel and evil Mafethe for killing Topisi.
Mafethe killed and chopped off Topisi’s body parts, he was both powerful and evil. Physically he was a
powerful man, he also had the power to be corrupt because he was feared by everyone.
• Nna ke mang (1991)

Greed takes center stage in Nna ke Mang? as Mmatsekiso, changed from being a good wife and
mother to a shebeen queen all because of money and status. Also, she became an adulterer. Tsholedi, a
good family man and a good man in the community, who was against his wife’s treacherous actions
ended acting upon the situation of what his house has turned to, he became ‘Kgodumodumo’. He
disguised himself and started killing everyone who was associated with the evil that was taking place at
Mmatsekiso’s house.

4. Recommendations

When analyzing texts using structuralism, it is recommended to first emphasize and establish the
difference between poetic language and practical language. Hence, literary language is said to be barren
of the practical function which everyday language executes. It is again important to identify the literary
techniques applied by the author.

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This study focused only on Sesotho language, but it does not imply that all languages are compatible to
Structuralist theory. The possibility of other languages being compatible to the analyses within
structuralism, is only assumed by the researcher.

5. CONCLUSION.

This study has shown that despite of structuralism being a Western theory, it can be used to interpret and
analyze African literature. It is evident that in the preceding discussion we have observed that literary
elements function together and cannot be separated to produce meaning. The two authors, K.E Ntsane
and K.P.D Maphalla consciously or subconsciously applied the structuralist theory in their work to give
the reader meaning or a sense of understanding what the narrative is all about.

References

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Languages, 15(3), 89-99

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Chatman, S. (1986). Story and discourse: Narrative structure in fiction and film. Ithaca and London:

Cornell University Press.
Cohen, B. (1973). Writing about literature. Illinois: Scott, Foresman & Co.
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ed). Thousand Oaks, CA: Sage.
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University of Stellenbosch.
Hawthorn, J. (1992). Studying the novel: An introduction. Britain: Routledge.
Issacharoff, M. (1981). Space and reference in drama. Poetics Today, 2(3):211-224.
Jackson, L. (1991). The poverty of structuraloism. New York: Longman Inc.
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August 15, 2019, from http://study.com/academy/lesson/whatis-external-conflict-in-literature-defi
nition-types-examples.html
Maphalla, K.P.D. (1991). Nna ke mang? Pietermaritzburg: Reachout.
Moeketsi, S.M. (2002). Space and Characterization in Sesotho novels. Stellenbosch: University of
Stellenbosch.
Mohatlane, E.J. (2002). Tragedy in selected Sesotho novels. Stellenbosch: University of Stellenbosch.
Ntombela, T.E. (1995). Characterization in CT Msimanga’s novel Akuyiwe Emhlahleni. Journal of
African Languages, 15(3).
Ntsane, K.E. (1986). Nna Sajene Kokobela CID. Johannesburg: Educum Publishers.
Perrine, L., & Arp, T.R. (1988). Story and Structure. New York and London: Harcourt Brace
Jananovich Publishers.
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Seema, J. (1995). A Structuralist Approach to B.M Khaketla’s novel: Mosali a nkhola. Soweto: Vista
University.
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Spencer, S. (1971). Space, time and structure in the modern novel. New York: New York University Press.
Strachan, A. (1991). Space in D.B.Z Ntuli’s Uthingo lwenkosana. South African Journal of African
Languages, 11(1), 96-99.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Effects of Training on Creative Social Studies
Instructional Innovation for Border Patrol

Police Teachers in Remote Northeastern Schools

Montha CHUMSUKON*, Angkana TUNGKASAMIT, Kunakorn SAILUADKHAM
& Nattapon MEEKAEW

Faculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: This article aims to examine effects of training on creative social studies instructional
innovation for Border Patrol Police teachers in remote schools of northeastern Thailand.
Pre-experimental research with one shot case study approach was implemented in this study.
Research sample was 59 Border Patrol Police teachers who have been working for Border
Patrol Police schools in upper-northeastern region. Research tools consisted of creative thinking
evaluation form and satisfaction questionnaire. Research results found that 1) Border Patrol
Police teachers who participated in training had creative thinking skills at the highest level with
total score of creative thinking skills at 11.56 out of 12.00 (S.D. = 0.13) 2) Border Patrol Police
teachers had the highest level of satisfaction on the training (x̄ = 4.78 and S.D. = 3.43). Border
Patrol Police teachers suggested that the creative social studies instructional training is
beneficial to teachers especially those who worked in remote schools or schools that lacked of
instructional materials. Further training courses should be provided to Border Patrol Police
teachers with more varieties of content regarding instructional approach, instructional materials,
evaluating methods etc.

Keywords: Border Patrol Police teacher, creative thinking, instructional innovation, learning
skills, social studies, training

1. Introduction

Globalization has been a phenomenon that boosts advances in information technology. To deal with the
future challenges, human needs education as a guideline for achieving a better life in the new century.
By the way, in the field of education, the advancement of technology has created problems of
encountering massive amounts of data in which human is tough to handle effectively. Moreover, they
are facing with problems regarding benefits and effectiveness of information usages. These problems
require human to find out solutions to live in a society with quality. To achieve the goals, new learning
skills and life skills are introduced (Khaemanee, 2012).

New learning skills and life skills are essential tools nowadays due to fast growing of
advancements in every social activity. Human cannot sustain the livings with old skills of living.
(Martin, 2010). To develop a quality individual, it is necessary to use well-trained teachers who have
skills of instructional management and good teaching profession attitude to lead learners. Especially in
the 21st century, teachers should have specific skills to create innovative classroom management.
Teachers need to organize learning activities that help students understanding knowledge empirically,
and teachers need to encourage students to gain in-class knowledge and experiences from real world
appropriately (Singhana, 2017).

Teachers currently adjust instructional methods and develop instructional skills for the 21st
Century themselves. Laohajaratsaeng (2013) has presented 8 needed skills for future Thai teachers
including 1( Content; teachers should have good knowledge and skills in the subject taught, 2)
Computer Integration; teachers should have skills of technology usage to enhance instructional
management, 3( Constructionist; teachers should understand the concept that learners are able to
construct knowledge by self so that teachers bring this concept to develop learning plans for learners, 4(
Connectivity; teachers should be able to organize activities to connect among students, teachers, and
related educational stakeholders to create learning environment that is beneficial to students, 5(

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Collaboration; teachers play role in organizing cooperative learning activities between students and
teachers to enhance teamworking skill, 6( Communication; teachers should have variety of
communication skill to transfer knowledge to students appropriately, 7) Creativity; teachers should
design creative learning activities and create learning environment that enhance student' self-learning,
and 8( Caring; teachers should be kind and make trust to students. These skills are important factors that
encourage sense of learning to students, and these skills contribute creative ways of instructional
management for teachers to design creative learning activities that fit with learner’s characteristics.

Creative skill is essential to instruction especially in remote area where schools are lack of
learning materials. According to the 2021 survey of instructional approaches and materials required by
the Border Patrol Police teachers stationed in upper northeastern region, the Border Patrol Police
teachers are responsible to teach students in remote communities or communities close to neighboring
countries. However, most of the Border Patrol Police teachers do not have degree in education. Some of
them are less experiences in instructional activity design. Therefore, it is essential to the Border Patrol
Police teachers to be trained on instructional management, both teaching approach and learning
materials, to enhance teachers to have creative skills and use it for providing instruction to students
effectively.

According to above reason, Department of Social Studies, Faculty of Education, Khon Kaen
University, therefore, implemented training course to develop the Border Patrol Police teacher’s
instructional design skills regarding creating learning activity, creating learning materials, and
developing teacher’s creative skills. The training course is a collaboration between Department of
Social Studies and Border Patrol Police Region 2 to organize training activities to enhance innovative
social studies instructional skills among the Border Patrol Police teachers in northeastern region. This
article aims to examine 1) effects of training on social studies instructional innovation provided to the
Border Patrol Police teachers in upper-northeastern region of Thailand and 2) satisfaction of the Border
Patrol Police teachers on training course provided. Implication of research contributes appropriate
instructional design and creative skills of instructional design to the Border Patrol Police teachers
together with constructing academic network between Khon Kaen University and the Border Patrol
Police Region 2 for the best benefits to learners in remote area.

2. Methodology

2.1 Research Design

This article implemented pre-experimental design in research methodology. One shot case study was
applied to collect data. Independent variable was a training on social studies instructional innovation,
while dependent variable consisted of teacher’s creative thinking skill and teacher’s satisfaction

2.2 Research Sample

Research sample consisted of the Border Patrol Police teachers in upper northeastern region, totally 59
persons.

2.3 Research Tools

Research tools of research consisted of 1) training on social studies instructional innovation, 2) creative
thinking evaluation form which was design as the 3-rating scale evaluation form, 4 question items in
total, and 3) satisfaction questionnaire which was design as the 5-rating scale questionnaire, 14 question
items in total.

2.4 Data Collection

Steps of data collecting was designed as follows.
1) Making appointment with training stakeholders.

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2) Launching a training at Border Patrol Police Division 23 in Sakon Nakhon Province on March
23-24, 2021

3) After completion of training, teachers were tested on creative thinking skill.
4) Making satisfaction survey.

2.5 Data Analysis

Descriptive statistics, mean and percentage, were applied to analyze characteristics of Border
Patrol Police teachers who participated in training.

Descriptive statistics, mean and standard derivation, were applied to analyze teacher’s
creative thinking skills as following details.

2.51 - 3.00 represented teachers were very good at creative thinking skills.
2.00 - 2.50 represented teachers were very good at creative thinking skills.
1.51 - 2.00 represented teachers were moderate at creative thinking skills.
1.00 - 1.50 represented teachers were poor at creative thinking skills.
Descriptive statistics, mean and standard derivation, were applied to analyze teacher’s
satisfaction on training on creative social studies instructional innovation, as following details.
4.51 - 5.00 represented the most satisfaction
3.51 - 4.50 represented highly satisfaction
2.51 - 3.50 represented moderate satisfaction
1.51 - 2.50 represented low satisfaction
1.00 - 1.50 represented the lowest satisfaction

3. Results

3.1 Characteristics of Border Patrol Police teachers who participated in training

Majority of Border Patrol Police teachers who participate in training was female (62.71 percent), and
majority of Border Patrol Police teachers who participated in training was aged between 20 - 30 years
old (45.76). The average age of Border Patrol Police teachers was 33.7 years old (table 1)

Table 1

Characteristics of Border Patrol Police teachers who participated in training

Variables Number (n) Percentage
Female 37 62.71
20 33.90
Sex Male 2 3.39
Other 59
Total 100.00

Age 20-30 27 45.76
31-40 17 28.82
41-50 8 13.56

51-60 5 8.47

unidentified 2 3.39

Total 59 100.00

3.2 Teacher’s capability of creative thinking after participating in training on Social Studies
Instructional Innovation

The study found that the overall score of creative thinking skills among Border Patrol Police teachers
who participated in the training on Creative Social Studies Instructional Innovation was 11.56 out of 12

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(S.D. = 0.13). Mean score of every creative thinking dimension was 2.89 (S.D. = 0.29), which was at a

very good level and higher than the criteria which indicated that teachers who participated in the

training must have creative thinking skills above the good level. Considering by dimensions, all

dimension of creative thinking skills were at a very good level. initiative thinking was a dimension with
the highest mean score as 2.98 (S.D. = 0.11), followed by flexible thinking (x̄ = 2.92, S.D. = 0.19), fluent
thinking (x̄ = 2.86, S.D. = 0.53), and carefully thinking (x̄ = 2.80, S.D. = 0.31), respectively (table 2)

Table 2

Creative thinking skill of Border Patrol Police teacher after participating in training

Dimensions of Mean Dimensions of Mean
creative thinking Very good
creative thinking 2.98 Very good
2.86 0.11 Very good
Initiative thinking 2.92 Very good
(full marks: 3) 2.80 0.53
11.56 Very good
Fluent thinking 2.89 0.19
)full marks: 3(
0.31
Flexible thinking 0.13
)full marks: 3( 0.29

Carefully thinking
)full marks: 3(

Total (12)

Mean

3.3 Satisfaction of teachers who participated in training on Creative Social Studies
Instructional Innovation

According to a survey, teachers who participated in training on Creative Social Studies Instructional
Innovation had over satisfaction to the training at the highest level (x̄ = 4.78, S.D. = 3.43). Considering

by dimensions, teachers had the highest level in all dimensions. Dimension with the highest mean score
was the lecturer (x̄ = 4.81, S.D. = 0.43). teachers had the most satisfy on item 5.3 which the lecturers
gave fully opportunities to teachers to ask questions or exchange opinions (x̄ = 4.81, S.D. = 0.48) (table 3)

Table 3

Satisfaction of teachers who participated in training on Creative Social Studies Instructional
Innovation

Items Satisfaction level

S.D. Interpret
ation

1. Activity 4.68 0.47 Highest
1.1 Steps of activity conducted are interesting and appropriately 4.82 0.38 Highest
1.2 Activities conducted in the training are fun and suitable for enhancing the
4.60 0.56 Highest
21st Century skills 4.70 0.47 Highest
1.3 Duration of the training is appropriately

Total 4.79 0.41 Highest
2. Contents and instruction 4.79 0.41 Highest
2.1 Instructional methods and its production are easy to learn
2.2 Instructional methods and its production are useful and easy to 4.70 0.46 Highest

implement in schools
2.3 Instructional methods and its production enhance teacher’s

participation and problem solving in the training

Total 4.76 0.43 Highest

3. Instruction materials

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