Shanlax International Journal of Education

Construction and Validation of the School Environment Scale for English (SESE)

2026-03-17T10:32:43+00:00

Overview: This study introduces the School Environment Scale for English (SESE), a rigorously developed instrument designed to assess environmental factors influencing English language learning within school settings. The scale was developed based on established theoretical frameworks of the school environment and refined through empirical validation methodologies.
Methodology: This Descriptive research involved a multiphase process encompassing item generation, expert review, pilot testing, and comprehensive statistical analysis. Data were collected from samples of 100 and 296 secondary students for item analysis and reliability testing of the scale.
Results: Internal consistency measures demonstrated strong reliability (Cronbach’s α = 0.909, split-half approach= 0.876), with subscale coefficients ranging from 0.516 to 0.768. The final scale has 38 items in five dimensions: (1) Infrastructure and English Exposure at School, (2) English Teacher’s Support and Interaction, (3) English Teaching-Learning Process, (4) Classmates Influence on English Learning, and (5) Technology and Internet Uses for English Learning.
Findings: The findings highlight the importance of a well-supported school environment in facilitating English language acquisition and underscore the SESE’s utility as a diagnostic tool for educators and policymakers.
Suggestion: By providing a validated framework tailored to English learning contexts, the SESE advances both theoretical understanding and practical application in educational measurements. Future research could extend the scope of the SESE through predictive validation, cross-cultural adaptation, application to different school subjects, longitudinal studies, and comparative studies to strengthen its global relevance.

Distributed Leadership of School Administrators Affecting Teachers’ Work Performance in Schools Under the Samutprakan Primary Educational Service Area Office 1

2026-03-17T10:32:43+00:00

This study aimed to examine the levels of school administrators’ distributed leadership and teachers’ work performance, investigate their relationship, and identify the specific aspects of leadership that influence performance. The sample comprised 306 teachers from schools under the Samutprakan Primary Educational Service Area Office 1, determined using Cohen’s table at a significance level of .05 and selected through stratified random sampling. The research instrument was a questionnaire with an IOC between 0.60 and 1.00 and a reliability coefficient of 0.976. Data were analysed using frequency, mean, standard deviation, Pearson’s correlation, and multiple regression analyses using the Enter method. The findings revealed that both distributed leadership and teachers’ work performance were at high levels. Distributed leadership showed a significant positive correlation with teachers’ work performance at a high level (p < .01. Furthermore, the four components–leadership practice, teamwork culture, shared vision, and participative decision-making–jointly predicted teachers’ work performance, accounting for 64.6% of the variance, with statistical significance at the .01 and .05 levels. These results indicate that developing leadership practices and a collaborative teamwork culture are essential for enhancing teacher performance. Future research should extend the investigation to broader educational contexts and explore additional factors that influence teachers’ work performance.

Approaches to Developing Innovative Leadership among School Administrators within the Bangkok Metropolitan Administration

2026-03-17T10:32:43+00:00

Purpose: The objectives of this study were to 1) examine the needs for innovative leadership among school administrators within the Bangkok Metropolitan Administration (BMA), and 2) identify approaches to developing innovative leadership among school administrators within the BMA.
Methodology: A mixed-methods research approach was used, which was divided into two phases. Phase 1 examined the need for innovative leadership using a quantitative approach. The sample consisted of 370 government teachers within the BMA, selected through multistage random sampling, and the data were analysed using descriptive statistics and the modified Priority Needs Index (PNImodified). Phase 2 identified approaches to developing innovative leadership through semi-structured interviews with seven specialists in educational administration.
Results: The research findings revealed that 1) the overall need for innovative leadership among school administrators was high to the highest level. The area with the highest need was Risk Management, followed by Transformational Vision, Information Technology, Innovative Organizational Climate, Innovative Collaboration, and Innovative Creativity, respectively. 2) The approaches to developing innovative leadership among school administrators were as follows: Transformational Vision included Strategic Foresight; Innovative Creativity included Initiative; Innovative Collaboration included building trust; Risk Management included Knowledge Management; Innovative Organizational Climate included Building Maker Spaces; and Information Technology included Principal’s Technological Leadership.
Conclusion: The findings highlight the urgent need for developing risk management competency among BMA school administrators. The proposed innovative leadership model provides a concrete basis for operational improvements. Future research should focus on validating the implementation of these guidelines across diverse educational contexts and monitoring and evaluating their long-term sustainability.

Fostering English Reading Ability of Thai EFL Science Pre-service Teachers through the Instruction of Cognitive Discourse Functions and Collaborative Strategic Reading in Science Related Theme: A CLIL Approach

2026-03-17T10:32:43+00:00

English reading comprehension is a core competence for pre-service science teachers because it enables access to scientific knowledge, supports learning from English-medium materials, and prepares future teachers for English-supported science instruction. This study examined whether integrating Collaborative Strategic Reading (CSR) with Cognitive Discourse Functions (CDFs) within a CLIL approach could enhance English science-text reading comprehension among Thai EFL preservice science teachers. An explanatory sequential mixed-methods design was embedded in a one-group pretest–post-test framework. The participants were 27 first-year pre-service science teachers in the Science Education program at a public university in Bangkok. The intervention employed CSR-CDF lesson plans built around science-related reading topics, integrating CSR routines with seven CDFs. Quantitative data were collected using a researcher-developed reading comprehension test. Qualitative data were gathered from weekly reflective journals and post-intervention focus-group interviews. The results showed significant gains in overall reading comprehension and all sub-skills. Qualitative findings indicated that CSR supported procedural understanding, while CDF-guided tasks clarified disciplinary meaning-making. Participants also reported greater confidence, productive peer-supported comprehension, and perceived transfer to future teaching practices. Future studies should replicate the intervention with comparison groups and larger samples across contexts. Process-focused data (e.g. observations/recordings of peer talk) would clarify how CSR and CDFs operate during reading. The transfer to written and oral scientific explanations should also be examined.

The Impact of School Administrators’ Positive Interaction on the Work Performance of Civil Service Teachers in Bangkok Metropolitan Administration Schools

2026-03-17T10:32:43+00:00

The objectives of this study were to: 1) examine the positive interactions of school administrators in the Bangkok Metropolitan Administration (BMA); 2) assess the work performance of civil service teachers under the BMA; 3) explore the relationship between the positive interactions between these positive interactions and teachers’ work performance; and 4) identify specific aspects of positive interactions that influence work performance. The study employed a quantitative design. The sample consisted of 370 civil service teachers from BMA schools during the 2024 academic year, selected via a multi-stage random sampling procedure. The research instrument was a questionnaire. Data analysis included means, standard deviations, Pearson’s correlation coefficients, and stepwise multiple regression. The findings revealed that: 1) both the positive interactions of school administrators and the work performance of teachers were at a high level; 2) there was a strong positive correlation (p < .01) between administrators’ positive interactions and teachers’ work performance; and 3) the dimensions of optimism, creating motivations, and engagement significantly influenced teachers’’ work performance, collectively explaining 37.40% of the variance. The study concludes that positive administrative interactions-particularly engagement, motivation, and optimism-are critical predictors of teacher performance. Administrators who foster these positive interpersonal dynamics can significantly enhance teacher effectiveness and school quality. Future studies should expand the scope to other educational regions and incorporate qualitative methods to gain deeper insights into the specific experiences of administrators and teachers.