Abstract

This study employed a user experience research approach. The objectives were: (1) to examine the components and indicators of nonviolent communication for secondary school administrators in the Northeast of Thailand; (2) to investigate the current conditions, desired outcomes, and priority needs; and (3) to develop and evaluate a model for enhancing nonviolent communication from a user perspective. The research was conducted in 2 phases. In Phase 1, the components and priority needs related to nonviolent communication were explored. The sample consisted of 27 participants, including administrators and teachers, selected through purposive and snowball sampling. Methodological triangulation was applied during data collection. The findings revealed that nonviolent communication comprised 4 components, 9 indicators, and 13 behavioral indicators. Regarding current practices, administrators tended to make assumptions, use negative language, and express requests unclearly. Requests were often delivered in a directive manner. In contrast, the desired conditions indicated that administrators should communicate based on factual information, use positive language, clearly express feelings and needs, listen actively to others, and encourage participation. The priority needs included developing non-judgmental communication, appropriately expressing feelings, clearly identifying needs, and using positive language. In Phase 2, a model for developing nonviolent communication was constructed and evaluated. The results showed that the proposed model achieved the highest level of propriety, feasibility, and utility. Furthermore, descriptive findings indicated improvements in nonviolent communication outcomes among administrators following the implementation of the model.

This work is licensed under a Creative Commons Attribution 4.0 License.