The leadership development model influencing drug prevention management and performance of schools under the local administrative organization

This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supports learning and development. This integrated leadership development approach is the picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations

Local Government Education Strategy on the Public Service Delivery For Learning City Development

The purpose of this study was to Local Governments' Education Strategy on the Public Service Delivery for Learning City. This study uses case studies to collect and analyze data, generate inductions, empirical observations, and SWOT analysis. Driving Thailand's Sustainable Development Goals (SDGs) policy showed that the area conditions were in place. Situations, environments, limitations, and highlights affect the targeting of public services. Local government education development strategies are constantly pushing local education policies. Building knowledge by developing 20 local courses in generating income for the community has a policy of " Creative City," including livable city, tourist town, investment city, and city to study. Under the critical base of thinking of executives who believe that education is the most potent weapon. In addition, to driving local education policy, A strong community committee is needed. Public participation plays an essential role in the development of cities. Some operations are conducive to driving the city of learning—continuous development of knowledge plans. There are programs to support learning at all ages that go through education work and professional policy network management. This is an important strategy to develop local education aligned with the Sustainable Education Development Goals

URBAN LEARNING SPACE MODEL: MECHANISMS FOR CREATING PUBLIC PARTICIPATION FOR BECOMING A LEARNING COMMUNITY

The purpose of this research was to study the urban learning space model of people that would result in lifelong learning and learning communities. Kalasin Municipality has amazing and interesting community learning resources. The learning space is also commonly used, being used solely for the purposes of the area, such as museums, parks, community markets local education, etc. This study was designed to use mixed methods. Using a questionnaire with Taro Yamane sample size estimates, quantitative survey covered 400 people about their opinions on the need for urban learning spaces in Kalasin Municipality. Using focus group discussions and in-depth interviews to find out the mechanisms for driving the participatory learning space of various sectors, the leaders and those responsible for driving the learning space in Kalasin Municipality, including 30 people. The study found that people in Kalasin Municipality need a learning space that is a meeting space to discuss public issues that arise in the community, which promotes trust and respect. These types of learning spaces are areas for exchanging learning that can bring tacit knowledge into explicit knowledge, resulting in consensus decisions