This research aimed to; study the risk management and its process, develop the appropriate risk management system, and figure out the system implemented outcomes in Primary Schools in Northern Part of Thailand. The study was Research and Development (R&D) in nature. The study designed into three phases; investigating the current situations and problems of risk management was designed in the first phase.The risk system development and its implementation were designed the second and third phase. The research tools comprised of focused group discussion forms, semi-structure interview forms, and assessment forms. Percentage, Means, and Standard Deviation (SD) were used as statistic analysis tools. The results showed that; there are four aspects of risks management were employed to view the risk in primary school included strategic, operational, financial, and compliance aspects. Five steps of risk management process included; communication and awareness, identification, risk analysis and assessment, planning and management, and monitoring and evaluation of the risk were found. Based on the Multi-Attributed Consensus Reading (MACR), showed that the developed risk system management was appropriated to apply in primary schools. The implementation outcomes which feedbacks by the implementers showed high performance of staffs, high standard of operational risk management, high quality of works, and high rank of satisfaction by the implementers.

The aim of this study was to study the components of the internal control-based administrative system in secondary schools, and make a Confirmatory Factor Analysis (CFA) to confirm the goodness of fit of empirical data and component model that resulted from the CFA. The study consisted of three steps: 1) studying of principles, ideas, and theories in related documents, 2) synthesizing and specifying them as components of the system, and 3) proposing these components to experts in the field for their confirmation on the appropriateness as components. Sample groups for the CFA comprised three groups with 300 samples i.e. 100 school directors, 100 school deputy directors, and 100 school teachers. A package program was applied to analyze collected data for mean, and standard deviation. Evaluation of the goodness of fit of the CFA Model was done by Chi-square, CFI, TLI, RMSEA and SRMR. Research results revealed that there were four components of the system i.e. Inputs, Process, Outputs, and Feedback. The Inputs comprised four components: 1) administrative resources, 2) learners, 3) administrative tasks in schools, and 4) policies, ideas, and directions on school administration. The Process comprised five components: 1) control environment including seven subcomponents, 2) risk assessment including five sub-components, 3) control activities including seven sub-components, 4) information and communication including six sub-components, and 5) monitoring including three sub-components. The Outputs were considered from two results i.e. 1) school quality basing on the Thailand National Basic Education criterion, and 2) satisfaction of related people in the system. The Feedback data received was from school internal-control evaluation, and CFA results. It was found that the model had a good level of goodness of fit to empirical data when considering the goodness of fit index.

Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.

This paper described the development process and evaluations of a learning module, School-based Supervision of Students (ED8013307), of master's degree students in Educational Administration during the academic year 2019 at Northeastern University, Khon Kaen, Thailand. The results of the learning module found the efficiency of the learning module was higher than the specified criterion of 80/80, both in the action process (84.76) and in the efficiency of knowledge (82.16). The developed module had its quality, propriety, congruence, feasibility and utility at the highest level. The effectiveness index in students’ learning management was 0.7578 indicated the increasing knowledge of the students at 75.78% as their learning achievement-test was significantly higher than the pre-test at 0.05. Beside these, there were no significant differences between pre-test and post-test learning achievement after 2 weeks indicating that they have had their learning retention. The students expressed overall satisfaction with the learning module at the highest level.

The purposes of this research aimed 1) to study the elements and indicators of risk management system for secondary schools in Thailand. 2) to study suitable the elements and indicators of the risk management system for secondary schools in Thailand. 3) to study the results of CFA (Confirmatory Factors Analysis) risk management process of risk management system for secondary schools in Thailand. There were four steps as follows: Stage 1 to study theories and concepts from the documents and research. Stage 2 to synthesize the study of concepts, principles and theories involved in this research from the stage 1. Stage 3 to evaluate and confirm the suitability of the elements and indicators of risk management system for secondary schools in Thailand by 9 experts. And Stage 4 to analyze the elements and indicators of risk management process of risk management system for secondary schools in Thailand by CFA (Confirmatory Factor Analysis). There were 350 samples in this study. The instruments used in this study were questionnaire for 9 experts and questionnaire for CFA. The statistics used for data analysis were mean, standard deviation, Chi-square, GFI, AGFI, SRMR, RMSEA. The findings found that the risk management system for secondary schools in Thailand had four main elements as follows: 1) Input consisted of 5 sub-factors, 13 indicators, 2) Process had 2 dimensions: 2.1) Dimension of the risk management process consisted of 8 sub-elements, 31 indicators, 2.2) Dimension of school burdens consisted of 4 sub-elements, 72 indicators, 3) Outputs and Outcomes consisted of 2 sub-elements, 6 indicators and 4) Feedback consisted of 2 indicators. The results of evaluation and confirmatory the suitability the elements and indicators of risk management system for secondary schools in Thailand by 9 experts found that it was suitable in every items. And the results analyze CFA of the elements and indicators risk management process of risk management system for secondary schools in Thailand revealed that the model is harmonious with empirical data and in 'good' level.