Vongchavalitkul University

We describe Gekko dam sp. nov. based on type specimens from a limestone hill in Palian District, Trang Province, southern peninsular Thailand. The new species is also found in Satun Province, southern peninsular Thailand, and in Perlis State, northwestern Peninsular Malaysia. A member of the subgenus Gekko, it differs from all currently recognized Gekko species by the following combination of morphological characters and pattern: maximal known snout-vent length of 149.1 mm, lack of contact between nostrils and rostral, 21–24 interorbital scales between supraciliaries, 72–83 scale rows around midbody, 12–14 dorsal tubercle rows at midbody, 26–28 ventral scale rows at midbody, 22 precloacal pores in males, two postcloacal tubercles on each side of the base of the tail, 14–17 subdigital lamellae on 1st toe and 19–21 on 4th toe, a Y-shaped mark on head, white spots on head, dark grey to black dorsal background with four regular bands of contrasting white spots on dorsum between limb insertions, throat and venter white with orange patches, and a copper iris.

Background and Aims: The administration of educational institutions should adhere to the principles of good governance to ensure transparency, accountability, fairness, and trustworthiness. Modern-day administrators should consistently apply these principles in all management aspects to enhance operational efficiency and achieve sustainable, optimal outcomes. This research aims to: (1) study the application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2; (2) compare the application of good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2, based on the opinions of government teachers, categorized by educational level and work experience; and (3) explore guidelines for promoting the application of good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2. Methodology: The sample group used in this research consisted of 297 government teachers under the Maha Sarakham Primary Educational Service Area Office 2 in 2024 (B.E. 2567). The sample size was determined based on Krejcie and Morgan's table and selected through cluster sampling. The research instrument was a 5-point Likert scale questionnaire. The Index of Item-Objective Congruence (IOC) ranged from 0.08 to 1.00, and the reliability of the entire questionnaire ranged from 0.926 to 0.930. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test. Results: The research findings revealed that: 1) the overall application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2, including all individual aspects, was at a high level; 2) when classified by educational level, there was no significant difference in the application of good governance principles overall. However, in terms of work experience, a statistically significant difference at the .05 level was found between those with 1–10 years of experience and those with more than 21 years of experience; and 3) the guidelines for applying good governance principles in administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2 consist of six aspects: (1) the rule of law, (2) morality, (3) transparency, (4) participation, (5) accountability, and (6) cost-effectiveness. Conclusion: The application of good governance principles in the administration by school administrators under the Maha Sarakham Primary Educational Service Area Office 2 revealed that administrators applied these principles effectively, particularly in promoting participation from personnel and the community. The recommendation is to further promote moral and ethical values, as well as to encourage more meaningful participation from all sectors.

Background and Aims: The objective of this research was to study and compare the levels of personnel’s opinions toward the budget administration of schools under the Buriram Primary Educational Service Area Office 3, categorized by position, work experience, and school size. The research also aimed to explore guidelines for budget administration in schools under the Buriram Primary Educational Service Area Office 3. Methodology: The sample consisted of 331 personnel from schools under the Buriram Primary Educational Service Area Office 3. The sample size was determined using Krejcie and Morgan's sampling table and selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and a structured interview. The Item-Objective Congruence (IOC) values ranged from 0.80 to 1.00, and the reliability coefficient was 0.81. The data were analyzed using statistical methods, including frequency, percentage, mean, standard deviation, t-test, and F-test. Results: Research findings revealed that: 1. The overall budget administration of schools under the Buriram Primary Educational Service Area Office 3 was rated at a high level. 2. When categorized by position, overall opinions showed no significant differences. However, significant differences were found in specific areas, including financial management, accounting administration, and asset and inventory management. When categorized by work experience, there were no significant differences overall, but differences were found in the area of resource mobilization and educational investment. When categorized by school size, overall results showed statistically significant differences at the .05 level. Differences were also found in the areas of monitoring, evaluation, and reporting; resource mobilization and educational investment; financial management; and accounting administration. 3. Guidelines for budget administration in schools under the Buriram Primary Educational Service Area Office 3 include: (1) Budget proposal and preparation, (2) Budget allocation, (3) Monitoring, evaluation, and reporting, (4) Resource mobilization and educational investment, and (5) Financial management, asset, and inventory management. Conclusion: The budget administration of schools should be conducted efficiently, transparently, and with accountability, in alignment with the educational development plan. Budget allocation should correspond to its intended purposes and emphasize cost-effectiveness. Continuous monitoring and evaluation of budget utilization will help enhance the quality of school management and teaching and learning processes.

Background and Aims: The objectives of this research were to: (1) study the ethical leadership of school administrators; (2) compare the ethical leadership of school administrators classified by educational background and work experience; and (3) propose guidelines for promoting ethical leadership among school administrators under the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen. Methodology: The sample group in this research consisted of 346 teachers. The research instrument was a five-point Likert scale questionnaire, with content validity indices ranging from 0.80 to 1.00, and an overall reliability coefficient (Cronbach’s alpha) of 0.894. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test. Results: The research findings revealed that the overall and dimensional levels of ethical leadership among school administrators were high. When classified by educational background, no statistically significant differences were found at the .05 level. However, when classified by work experience, a statistically significant difference at the .05 level was found between administrators with 1–10 years of experience and those with more than 21 years of experience. The proposed guidelines for promoting ethical leadership among school administrators under the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen comprise five key dimensions: (1) integrity, (2) fairness, (3) responsibility, (4) empathy, and (5) positive interpersonal relationships. Conclusion: The ethical leadership of school administrators was found to be at a high level, both overall and across all dimensions. No significant differences were found based on educational background; however, significant differences were observed in certain ranges of work experience. The recommended guidelines for promoting ethical leadership emphasize integrity, fairness, empathy, and the development of positive relationships.

Background and Aims: At present, the advancement of digital technology plays a significant role in daily life, particularly in the field of education, where technology has been increasingly integrated into school administration. School administrators must possess a clear vision regarding the application of information technology in educational institutions. They need to have knowledge, understanding, and a strong emphasis on information technology to enhance teaching skills, learning processes, and educational development. This research aims to study and compare the use of technology in school administration in the digital era under the Office of Nakhon Ratchasima Primary Educational Service Area 1, categorized by educational level, position, and work experience. Additionally, it seeks to explore guidelines for applying technology in school administration in the digital era within the same office. Methodology: The sample group comprised 322 participants, including school administrators and teachers. The research instruments were a 5-point Likert scale questionnaire and a structured interview form. The statistical methods employed for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test. Results: The research findings revealed that: 1. The overall use of technology in school administration in the digital era was at a high level. When considering each aspect individually, all aspects were also rated at a high level. The highest mean score was found in general administration, followed by budget administration and academic administration, respectively. The aspect with the lowest mean score was personnel administration. 2. The results of comparing opinions on the use of technology in school administration in the digital era, categorized by educational level, position, and work experience, showed statistically significant differences at the .05 level in the overall perspective. However, when considering each aspect individually, no significant differences were found. And 3. the analysis of suggestions for improving the use of technology in school administration in the digital era indicated four key areas: academic administration, budget administration, personnel administration, and general administration. Conclusion: The research findings revealed that the use of technology in school administration was at a high level, particularly in general administration, while personnel administration had the lowest average score. Opinions on the use of technology significantly differed based on educational level, position, and work experience, although no significant differences were found across individual aspects. The proposed development guidelines comprised four main areas: academic affairs, budget administration, personnel administration, and general administration.

Background and Aims: The Thai education system today faces numerous challenges due to the rapid advancement of Thai society in various aspects, particularly in the areas of economy, culture, and technology, all of which have become increasingly influential in the lives of children and youth. The progress of science and technology has brought about significant changes in many areas. The student support system is an educational process within schools that focuses on promotion, prevention, and problem-solving, aiming to enhance the quality of life and development of every student. The objective of this research is to study and compare the level of opinions of personnel regarding the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region, classified by education level and position. Additionally, the research aims to explore ways to develop the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region. Methodology: The sample group used in this research consisted of 330 personnel from schools under the jurisdiction of the Bureau of Special Education Administration in the Northeastern region. The sample size was determined using Krejcie and Morgan’s sampling table, followed by stratified random sampling. The research instruments included a 5-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00, and a reliability coefficient of 0.81, as well as a structured interview. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test. Results: The study findings revealed the following: 1. The role of school administrators in implementing the student support system in schools is overall at a high level (= 4.38; S.D.= 0.42). 2. The role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region, when classified by education level and position, showed significant statistical differences at the .05 level. And 3. The development guidelines for the role of school administrators in implementing the student support system in schools under the Special Education Administration Office of the Northeastern Region indicate that there should be systematic monitoring and data collection on students' health and behavior. A variety of screening methods should be used to classify students into normal, at-risk, or problematic groups. Special support should be provided for students with exceptional abilities, and appropriate activities should be promoted. Opportunities should be given for students to participate and take leadership roles in organizing activities. The use of technology in providing timely counseling and support for students should be encouraged, and information should be used to refer students with serious problems to experts, with continuous follow-up. Conclusion: The role of school administrators in implementing the student support system is overall at a high level, with significant statistical differences based on education level and position. The development guidelines suggest systematically monitoring students' health and behavior data, utilizing technology and information systems for counseling, and referring students with serious problems to experts, with continuous follow-up.

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

Lord-Bessen et al. demonstrated that both single-item-per-screen and multiple-items-per-screen ePRO formats are acceptable, with minimal differences in usability and completion time. While format preference may be individual-specific, broader considerations-including patient cognitive load, device type, language complexity, and trial phase-are crucial for context-aware ePRO design. Future research should explore adaptive systems that dynamically adjust format in real time, subgroup analyses for older adults and low digital literacy participants, and language-specific validation. Moving beyond fixed formats toward adaptive, patient-tailored delivery can better align with regulatory priorities for patient-focused drug development, enhancing both participant experience and data integrity.

We read with great interest the study by Khajali et al. [1], who demonstrated consistent right-heart reverse remodeling and pulmonary pressure reduction within 6 months following transcatheter atrial septal defect (ASD) closure. Their prospective echocardiographic analysis provides valuable short-term confirmation of structural recovery and procedural safety. We wish, however, to expand on three interpretive aspects that may refine the understanding of post-closure cardiac adaptation. While the authors reported that remodeling magnitude was independent of defect diameter, the role of bi-atrial adaptive coupling deserves further attention. Recent longitudinal strain analyses indicate that left-atrial reservoir strain, even without volumetric change, can correlate with right-ventricular systolic recovery after closure [2]. This finding supports a model of early cross-chamber interdependence, where mechanical restoration extends beyond geometric correction. The observation that tricuspid annular plane systolic excursion remained unchanged despite improved right-ventricular ejection fraction highlights the distinct load sensitivity of these indices. Advanced metrics such as three-dimensional strain or myocardial work index could help determine whether recovery reflects true contractile improvement or passive unloading [3]. The stable cardiac rhythm profile at 6 months should not imply complete electrophysiologic normalization. Subclinical atrial conduction abnormalities may persist beyond early follow-up, as shown in late P-wave dispersion and conduction time analyses [4]. Extending rhythm monitoring could help distinguish structural reversal from latent electrical remodeling. Beyond these mechanistic insights, a translational dimension is emerging. Evidence suggests that restoring coordinated atrial–ventricular coupling after ASD closure predicts normalization of diastolic strain rate and a reduced risk of late atrial arrhythmias [5]. Integrating such coupling metrics into post-closure evaluation could transform echocardiographic surveillance from descriptive follow-up to predictive, risk-guided assessment. From a clinical perspective, quantifying atrial–ventricular coupling recovery may guide individualized follow-up intervals or identify patients at risk for persistent diastolic dysfunction. Such integration could shift ASD surveillance from structural confirmation to dynamic, outcome-oriented monitoring, aligning physiologic insights with real-world management strategies. In summary, Khajali et al. [1] provide pivotal evidence of short-term remodeling. Building on their findings, future multicenter studies integrating deformation imaging, electrophysiologic markers, and patient-specific modeling could clarify the continuum from mechanical correction to physiological normalization. AI Declaration: The authors used ChatGPT (OpenAI, San Francisco, CA, USA) solely for language editing and grammar checking under author supervision. The authors have nothing to report. The authors have nothing to report. The authors declare no conflicts of interest. The authors have nothing to report.

Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.