Innovation in Management and Educational Development Journal (IMED Journal)

Application of Future Research Methodology to Develop Educational Administration Research

Tue, 30 Jun 2026 00:00:00 +0700

Futures Research is a methodological approach aimed at exploring, analyzing, and forecasting future trends to provide alternative options for effective policy and educational administration. In the field of educational administration, applying futures research enables the analysis of rapidly changing environments, the anticipation of possible scenarios, and the design of research frameworks that address complex issues. This article presents the concept and meaning of futures research, methodologies appropriate for educational administration studies, and their practical applications. It also discusses the benefits and significance of applying futures research, along with recommendations for advancing research directions in the field, ultimately contributing to the creation of knowledge that aligns with the dynamic contexts of society and education.

The Effect of Collaborative Conflict Management of School Administrators on Peace Culture in Schools under Khon Kaen Primary Educational Service Area Office 4

Tue, 30 Jun 2026 00:00:00 +0700

This study aimed to (1) examine the levels of collaborative conflict management practiced by school administrators and peace culture in schools, (2) investigate the relationship between collaborative conflict management and peace culture, (3) identify the dimensions of collaborative conflict management that significantly influence peace culture, and (4) develop guidelines for enhancing peace culture in schools under the Khon Kaen Primary Educational Service Area Office 4.

An explanatory sequential mixed-methods design was employed. The quantitative phase involved 99 school administrators selected through multistage random sampling. Data were collected using a five-point Likert-type questionnaire with a reliability coefficient of 0.918. The quantitative data were analyzed using descriptive statistics, Pearson’s product-moment correlation coefficient, and stepwise multiple regression analysis. The qualitative phase consisted of semi-structured interviews with three experienced school administrators, and the data were analyzed using content analysis.

The findings revealed that both collaborative conflict management and peace culture were perceived at very high levels. Among the dimensions of collaborative conflict management, trust-building obtained the highest mean score, whereas transparency received the lowest. Regarding peace culture, respect and shared values recorded the highest mean scores, while trust had the lowest. Collaborative conflict management was positively correlated with peace culture at the .01 level of statistical significance. Teamwork demonstrated the strongest relationship with peace culture, whereas trust-building showed the weakest. Stepwise multiple regression analysis identified teamwork and transparency as significant predictors of peace culture at the .05 level of statistical significance. The qualitative findings further generated five practical guidelines for strengthening peace culture in schools: promoting teamwork, encouraging open communication and constructive feedback, fostering trust-building, ensuring transparency in school management, and enhancing satisfaction among all stakeholders.

The Effect of Good Human Relations of Administrators on the Inspiration of Teacher Performance under KhonKaen Primary Educational Service Area Office 1

Tue, 30 Jun 2026 00:00:00 +0700

This study aimed to (1) examine the levels of administrators’ human relations and teacher inspiration, (2) investigate the relationship between administrators’ human relations and teacher inspiration, (3) identify the dimensions of human relations that significantly influence teacher inspiration, and (4) develop guidelines for strengthening teacher inspiration in schools under the Khon Kaen Primary Educational Service Area Office 1. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 318 participants selected through stratified random sampling. Data were collected using a five-point Likert-type questionnaire with a reliability coefficient of .96 and analyzed using descriptive statistics, Pearson’s product–moment correlation coefficient, and stepwise multiple regression analysis. The qualitative phase involved semi-structured interviews with key informants, and the data were analyzed using content analysis. The findings revealed that both administrators’ human relations and teacher inspiration were perceived at high levels. A statistically significant positive relationship was found between the two variables at the .01 level. Four dimensions of human relations significantly predicted teacher inspiration: effective communication, interpersonal interaction, acceptance of individual differences, and self–other understanding. The final regression model yielded a multiple correlation coefficient (R) of .868 and a coefficient of determination (R²) of .754, indicating that these factors explained 75.4% of the variance in teacher inspiration. The qualitative findings identified five practical guidelines for strengthening teacher inspiration: serving as positive role models, fostering supportive collegial relationships, promoting collaborative goal setting, encouraging participation and acceptance, and providing positive reinforcement.

The Effect of Innovative Leadership on the Ubiquitous Organization of the School under the Office of Secondary Educational Service Area, Khon Kaen

Tue, 30 Jun 2026 00:00:00 +0700

This study aimed to (1) examine the levels of innovative leadership among school administrators and ubiquitous organizations in schools, (2) investigate the relationship between innovative leadership and ubiquitous organizations, (3) identify the dimensions of innovative leadership that significantly influence ubiquitous organizations under the Office of Secondary Educational Service Area, Khon Kaen, and (4) develop guidelines for enhancing ubiquitous organizations.

An explanatory sequential mixed-methods design was employed. The quantitative phase involved 127 school administrators selected as the study participants. Data were analyzed using descriptive statistics, Pearson’s product–moment correlation coefficient, and stepwise multiple regression analysis. The qualitative phase consisted of semi-structured interviews with three experts, and the data were analyzed using analytical induction.

The findings revealed that both innovative leadership and ubiquitous organizations were perceived at high levels. Correlation analysis indicated a statistically significant positive relationship between innovative leadership and ubiquitous organizations (p < .01). Stepwise multiple regression analysis identified three dimensions of innovative leadership as significant predictors of ubiquitous organizations: vision (X₁), innovation, networking, and teamwork (X₂), and innovation risk management (X₄). The final regression model yielded a multiple correlation coefficient (R) of .863 and a coefficient of determination (R²) of .744, indicating that these three dimensions jointly explained 74.4% of the variance in ubiquitous organizations. The predictive equations were as follows:
Unstandardized regression equation:
Y = 1.354 + 0.417(X₁) + 0.182(X₂) + 0.095(X₄)
Standardized regression equation:
Z(Y) = 0.523Z(X₁) + 0.227Z(X₂) + 0.174Z(X₄)

The qualitative findings further generated four practical guidelines for developing ubiquitous organizations: strengthening digital communication, enhancing resource management efficiency, improving monitoring and evaluation systems, and promoting flexible organizational structures.

Innovative Quality Management for Returning Teachers to the Classroom: Case study Banphai Pratomsuksa School

Tue, 30 Jun 2026 00:00:00 +0700

This research aims to propose a theoretical framework for quality management in the area of innovation, specifically on the topic of “Returning Teachers to the Classroom” The research employs grounded theory methodology, with the research site being Banphai Prathomsuksa School under the jurisdiction of the Khon Kaen Primary Educational Service Area Office, District 2. The researcher developed interview guidelines as the research tool, which were reviewed by experts before their actual application. Data collection was conducted using in-depth, semi-structured interviews, along with observation and field notes. Key informants included individuals closely involved with the central phenomenon in the educational institution, selected through purposive sampling: two members of the basic education committee, three school administrators, one former school administrator, five teachers with over five years of teaching experience, two student guardians, and six students from primary 4-6, totaling 19 participants. Qualitative data analysis was performed through analytic induction, leveraging theoretical sensitivity, following a four-step process to reach theoretical conclusions.

The research findings reveal that quality management in the innovation of returning teachers to the classroom can be theoretically summarized as follows: 1) Quality management through the innovation of returning teachers to the classroom is characterized by five aspects: (1) establishing clear policies, (2) creating shared understanding, (3) fostering an appropriate environment, (4) enhancing teacher capacity through Professional Learning Communities (PLCs), and (5) cultivating a positive organizational culture. 2) Strategic management involves administrators working collaboratively with teachers to define clear policies, provide necessary resources, and implement continuous evaluation and monitoring. 3) Causal conditions stem from administrators' commitment to reducing non-classroom duties and enhancing teaching effectiveness. 4) Contextual conditions include responding to parental expectations and competition in educational quality. 5) Intervening conditions involve support from affiliated agencies and the leadership of administrators in managing and guiding change. 6) Consequential outcomes encompass benefits to students, teachers, and the institution, including improved student learning quality, enhanced teacher job satisfaction, and increased trust from parents and the community in the school.