Social Science and Humanities Research Bulletin

Factors Affecting Research Performance of Faculty Members in the Faculty of Engineering, Rajamangala University of Technology Phra Nakhon

2025-12-03T09:46:12+07:00

The study entitled “Factors Affecting Research Performance of Faculty Members in the Faculty of Engineering, Rajamangala University of Technology Phra Nakhon” aimed to examine the factors influencing research performance among faculty members. The sample consisted of 106 respondents, classified by gender, age, position, education level, line of work, and years of service. The research instrument was a questionnaire on factors affecting research performance, divided into two aspects: personal factors and organizational support factors. A five-point Likert scale was used, and the data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test and one-way ANOVA

The overall research resources of the Faculty of Engineering were rated at a high level. This indicates that the faculty has prepared and managed research resources effectively, thereby supporting faculty members’ research performance. The factor with the highest mean score was “research assistants and supporting staff,” highlighting the importance of human resources in supporting research activities. These findings are consistent with the concepts of Human Resource Management, Human Capital Theory, and Human Resource Development, which emphasize that knowledgeable, skilled, and capable personnel are critical drivers of organizational success, particularly in generating research and innovation. The second most influential factor concerned the administration of research budgets, especially the ease of budget disbursement. This reflects the efficiency of the faculty’s financial management system and is consistent with previous studies on factors facilitating research performance through convenient research budget allocation for faculty members of Rajamangala University of Technology Phra Nakhon.

Resilient Leadership in Managing Schools Amid Climate Change and Disasters

2026-01-20T08:32:11+07:00

This study explored resilient leadership in managing schools amid climate change and disasters by assessing preparedness and safety measures, examining adaptive leadership strategies, analyzing community empowerment initiatives, and evaluating sustainable recovery practices toward “building back better.” Employing a descriptive research design, it involved 150 respondents composed of 50 principals, 50 head teachers, and 50 officers-in-charge from selected public elementary and secondary schools across the Leyte and Southern Leyte Divisions. Using a purposive sampling technique, data were gathered through a researcher-made instrument, with permits secured from the Schools Division Superintendent and participating school leaders. Data were analyzed using arithmetic mean and percentage. Findings revealed consistently high ratings in disaster preparedness and communication practices among school leaders, with Preparedness and Safety Measures obtaining a mean of 3.89 (High), Leadership Strategies in Crisis Response 4.45 (Very High), Practices in Promoting Community Empowerment 4.45 (Very High), and Sustainable Recovery Practices 4.45 (Very High). It was concluded that while schools exhibit strong foundations in disaster preparedness, gaps remain in infrastructure resilience, sustainability, policy enforcement, and resource mobilization—necessitating the alignment of planning with practical, sustainable, and participatory resilience. The study recommends multi-level

interventions integrating sustainability, capacity-building, policy coherence, and collaboration among stakeholders to enhance infrastructure, training, compliance, and leadership, thereby transforming disaster preparedness into a sustainable, resilient, and education-centered framework. It bridges the gap between educational leadership and climate resilience, as it explores educational leaders prepare for, respond to, and recover from disasters, that informs policy, management, protection, and sustainable leadership.

Guideline to Develop Competency of Agricultural Vocational students

2026-04-09T13:30:45+07:00

This article aims to present guidelines for developing the competencies of students in agricultural vocational education. The approach emphasizes enabling agricultural vocational learners to acquire knowledge, skills, and attitudes in accordance with a competency-based curriculum, in order to respond to labor market demands and support national agricultural development. The study proposes the use of learning experiences (Learning Experiences: L.E.) as a key instructional tool for competency development, integrating the cognitive, psychomotor, and affective domains to enhance holistic student learning outcomes.