https://jpse.gta.org.uk/index.php/home/issue/feed 2026-02-25T11:42:39+00:00 Claudia Davis jpse@gta.org.uk Open Journal Systems <p>Journal of Practical Studies in Education (JPSE) is a bimonthly double-blind peer-reviewed open access journal that publishes educational research making a significant contribution to the understanding and practice of education as well as advances in the field . Moreover, JPSE aims towards publishing high-quality papers addressing the relevant practical and theoretical aspects of educational processes embedded in different social, behavioural, and cultural contexts. Articles submitted to JPSE should bring together a variety of practical and methodological tools relevant to educational disciplines. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance.</p> https://jpse.gta.org.uk/index.php/home/article/view/159 2026-02-15T11:47:35+00:00 Pawarisa Abu Rmelah warinthon_da@rmutto.ac.th Warinthon Dandee warinthon_da@rmutto.ac.th Phanida Toboonruang warinthon_da@rmutto.ac.th

<p style="margin-bottom: .0001pt; text-align: justify; text-justify: inter-cluster; line-height: normal;"><span lang="EN-AU" style="font-size: 10.0pt;">This descriptive mixed-methods study examined EFL students’ anxiety, self-confidence, and performance in English presentation skills through the use of TED Talks. The participants were 86 EFL students with English proficiency at CEFR level A2 or above. Data were collected over a 12-week period using TED Talk video clips, anxiety questionnaires, structured interviews, and English presentation assessments. The findings revealed a high level of anxiety during presentations (x̅ = 3.58, S.D. = 1.02), mainly due to concerns about inadequate English-speaking ability. Common anxiety symptoms included nervousness, physical trembling, and memory lapses. To enhance self-confidence, students most frequently engaged in additional practice (48.40%), followed by self-encouragement strategies (19.35%) and seeking support from teachers (12.90%). Overall, 43.02% of the participants demonstrated good performance in English presentation skills. The results suggest that TED Talks are an effective instructional tool for enhancing English presentation ability, as increased practice helps reduce anxiety and strengthen self-confidence. The findings also highlight the important role of teachers as facilitators who provide continuous support and encouragement.</span></p>

2026-02-15T00:00:00+00:00 Copyright (c) 2026 https://jpse.gta.org.uk/index.php/home/article/view/160 2026-02-25T11:42:39+00:00 Juthawan Panthugoon thatchai.c@msu.ac.th Thatchai Chittranun thatchai.c@msu.ac.th

<p>This research aimed to: (1) examine the current conditions, desirable conditions, and priority needs for enhancing the creative leadership of school administrators under the Mahasarakham Primary Educational Service Area Office 1; and (2) develop a program to promote creative leadership among these school administrators. The research employed a two-phase methodology.</p> <p>In Phase 1, the current and desirable conditions, as well as the needs for creative leadership development, were investigated among school administrators under Mahasarakham Primary Educational Service Area Office 1. A total of 313 administrators were selected through stratified random sampling, and data were collected using a rating-scale questionnaire. The data were analyzed using descriptive statistics, including mean and standard deviation, as well as the Essential Demand Index (EDI) and the Modified Priority Needs Index (PNI_modified).</p> <p>In Phase 2, a creative leadership development program for school administrators was designed based on the findings from Phase 1. The program was evaluated for appropriateness and feasibility by five experts selected through purposive sampling. The research instruments included interviews and evaluation forms assessing the suitability and feasibility of the program.</p> <p>The results indicated that the overall current level of creative leadership among school administrators was moderate, with flexibility and adaptability receiving the highest mean score. In contrast, the desirable level of creative leadership was rated at the highest level overall, particularly in teamwork. The priority needs for creative leadership development, ranked from highest to lowest, were teamwork, individual consideration, creativity, vision, and flexibility and adaptability.</p> <p>The developed creative leadership enhancement program comprised five key components: (1) principles, (2) objectives, (3) content, (4) development methods, and (5) measurement and evaluation. The program content consisted of five modules: Module 1 – Creativity; Module 2 – Teamwork; Module 3 – Flexibility and Adaptability; Module 4 – Vision; and Module 5 – Individualized Differences. The overall evaluation results indicated that the program demonstrated the highest level of appropriateness and feasibility.</p>

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