This independent study to the teamwork performance that affects the efficiency of government teachers and education personnel affiliated with the schools under the office of the primary education in Bangkok area. The objectives are 1) to study personal factors of education personnel that affect teamwork performance that affect the efficiency of government teachers and education personnel affiliated with schools under the office of the primary education in Bangkok area. Furthermore 2) to study the team composition that affects the work performance of teachers and education personnel affiliated to schools under the office of the primary education in Bangkok area. By using questionnaires designed to teachers and education personnel from the office of the primary education in Bangkok area for 334 samplings using the Taro Yamanae formula. Testing was done in descriptive statistics using frequency percentage mean and standard deviation while hypothesis testing was t-test F-test (ANOVA) and double test by method Least Significant Difference (LSD) and Pearson Product Moment Correlation Coefficient. The result of the study found that most responders were female aged between 21-30 years old working in middle-sized schools and having a bachelors degree. Most had an income between 15001-20000 Baht and most of them had been government teachers in operating positions for 5-10 years as civil servant and the study found team composition factors such as environment composition and appearance the feature design and process affected the teams performance at a high level. The reason was trust between education personnel team members. There also was a high degree of satisfaction with the working environment and the excellent collaboration between team members. Team members were able to resolve obstacles together effectively. There was good communication between members and the members had no conflict with each other’s. However the education personnel should have a positive attitude to work with other people and alone. Negative thinking cause no bias towards others and decrease performance. The results of the hypothesis testing indicated that sex age school size income position level different occupations of government teachers and education personnel could not differently affect teamwork performance as could not different for education job titles and working ages the difference will affect performance of the team composition factors. The factors were statistically significant at the 0.05 level and the team composition factor. There also was a correlation in the same direction with the efficiency of teamwork of government teachers and education personnel. It was statistically significant at the 0.05 level.

The purposes of this study were 1) to study the basic recipe of Khanom Gleeb- Lamduan. 2) To study the types of Job’s Tears flour used as a substitute for wheat flour in the recipe of Khanom Gleeb-Lamduan. 3) To study the quantity of supplemented xanthan gum was studied in the recipe of Khanom Gleeb-Lamduan from Job’s Tears flour to improve texture. 4) To study the chemical composition of Khanom Gleeb-Lamduan from Job’s Tears flour. The results of the sensory quality evaluation with a 9-point Hedonic scale favorability score by 30 taste panelists found that the basic formula of Khanom Gleeb-Lamduan that was selected contained 55% of the ingredients including wheat flour soybean oil and icing sugar 27.50% and 17.50% respectively. The results of a study on the type of Job’s Tears flour suitable for substitute for wheat flour for the development of gluten-free Khanom Gleeb- Lamduan recipe. It was found that Khanom Gleeb-Lamduan made from dried milled job’s Tears flour had a higher score on the tasters favor than that made from commercial milled Job’s Tears flour and boiled Job’s Tears flour (p≤0.05). Tasters rated their preference for Khanom Gleeb-Lamduan from Jobs Tears flour with added xanthan gum to improve texture characteristics in the amount of 1% of millet flour preferring it over Khanom Gleeb-Lamduan with Jobs Tears flour added at the rate. 0.5% and at a rate of 2%. Khanom Gleeb-Lamduan had average liking scores in terms of appearance color smell taste texture (crusty) and overall liking was 7.33 7.40 7.86 7.53 7.76 and 8.10 respectively which were in moderate to high liking level. The approximate chemical composition of 100 g of Khanom Gleeb-Lamduan from JobsbTears flour contains 6.75 g of protein 27.46 g of fat 2.64 g of moisture 62.21 g of carbohydrates 0.94 g of ash and 522.98 kcal of energy which is similar to that of the basic recipe of Khanom Gleeb-Lamduan using wheat flour but it has a higher ash content than the basic formula. This is because Jobs Tears contains high amounts of many minerals. Khanom Gleeb-Lamduan from Jobs Tears flour is therefore a healthy snack for general consumers. In particular consumers with gluten intolerance can also eat it.

The results of the using of toddy palm pulp powder form added to steamed buns using ratios of 0 10 20 and 30 %. It was found that from the sensory quality measurements of steamed buns by supplemented toddy palm pulp powder was 10%. As the results of chemical quality analysis of 10% steamed buns by supplemented toddy palm pulp powder was found that the total energy content was 296.25 calories per100g. the moisture ash protein fat and carbohydrate was 39.64 0.69 5.33 5.70 and 55.38 % respectively. The results of physical quality analysis of 10% steamed buns by supplemented toddy palm pulp powder showed that water activity (aw) 77.38 brightness (L*) 10.27 red (a*) 36.25 yellow (b*) 3421.50 respectively Hardness 0.85 g force Springiness 86.25 % Chewiness 1314 g force and Cohesiveness 46.09%. From consumer acceptance testing of 40 testers 90 % of them accepted in this product.

The aims of this Guidelines for the Development of Teaching and Learning Models in the Department of Fashion and Apparel Design Faculty of Home Economics Technology Rajamangala University of Technology Phra Nakhon were to compare the department of fashion and apparel designs teaching and learning outcomes and to find guidelines for the development of teaching and learning management styles in the department of fashion and apparel design. To gather feedback on teaching and learning satisfaction from current students enrolled in the 2020 academic year faculty members and alumni a convenient random sampling of 104 people willing to participate in the online survey was used. Cronbachs alpha coefficient was 0.980 which was quite confident. Four external experts provide feedback on the training. The frequency percentage and mean were used to analyze the data. The results were summarized as follows: The majority of those who responded were alumni (50.96 %). The average degree of satisfaction in teaching was at its highest (mean 4.23). Other components of the situation were excellent. (mean 4.12) curriculum (mean 4.11) learning facilities and infrastructure (mean 4.03) and educational aid were the averages (mean 3.85). In the department of Fashion and Apparel Design the average satisfaction with teaching and learning was compared. There was no variation in classification based on the respondents status. The findings of the data analysis based on respondents feedback and course reviews Department of Fashion and Apparel Design Bachelor of Home Economics (Course revised 2017) from external experts It was used as a guideline for the development of teaching-learning management styles in the field of study by: (1) the curriculum the name of the curriculum the adjustment of the philosophy objectives and the addition of elective courses in the curriculum for students to choose according to their interests; (2) Instructors adjust the use of teaching methodologies evaluation course content and teaching media knowledge exchange team teaching and online teaching are all options learner-centered teaching activities are critical and devise a self-improvement strategy. (3) in terms of educational aid to sign an MOU contract with the establishment obtaining a budget for the purchase of learning equipment and maintenance to be in good working in order to be used. (4) learning facilities and infrastructure provide books that are relevant to the subject. Improve the computer system and internet signal utilized in teaching. And (5) other areas such as the number of channels available for the courses public relations efforts. Collaboration with former students Follow-up on scholarship recipients participation in activities Field trips and study tours Suggestions for future study The findings should be analyzed using the principles for developing teaching and learning management styles. every academic year to provide the findings in order to develop the curriculum further.

This research aims 1) Study the achievements of online teaching in a new way normal of Faculty of Architecture and Design RMUTP 2) Design online teaching media in a new normal of Faculty of Architecture and Design RMUTP 3) Assessing the achievement of online teaching in a new normal of Faculty of Architecture and Design RMUTP from 62 third-year students in the furniture design course for teaching through online programs There is a method for conducting research by looking at each type of program information for online teaching interviewing and then analyzing it. to determine the appropriateness for use as an online teaching medium and the process of creating presentation media selected from 8 to 1 by interview form 3 Associate Dean for Academic Affairs and Research from the Faculty of Architecture and Design RMUTP and 62 students of online teaching achievements were assessed in a new normal with Rating Scale.The results showed that a Google Classroom and Google Meet is most suitable for teaching online. Classroom is available to anyone using Google Apps for Education a free suite of productivity tools including Gmail Docs Drive and more powered by Google Classroom Google Meet has the highest average (𝑥̅=5.00 SD=0.00) Comparing the pre-study test scores with the learning achievement scores of the sample group it was found that pre-test at 15.29 (48.92%) and post-test at 24.82 (80.33%) was satisfied of 62 the students of the Faculty of Architecture and Design RMUTP had a high level of satisfaction with the overall assessment the mean (𝑥̅=4.08 SD=0.50). The satisfaction with a high mean was the use of online learning media while the test mean (𝑥̅=4.40 SD=0.44) followed by online media and online learning. Furniture design subject mean (𝑥̅=4.17 SD=0.48) followed by learning achievement of online learning users mean (𝑥̅=3.92 SD=0.50) and followed by Use online media for lesson content. Furniture design subject average (𝑥̅=3.84 S.D.=0.58)