TEACHERS’
PARTICIPATIVE BEHAVIOR IN SECONDARY SCHOOLS ON ACADEMIC ADMINISTRATION AT
MUEANG DISTRICT, NAKHON PHANOM UNDER OFFICE THE SECONDARY EDUCATIONAL SERVICE
AREA 22
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Creator Name: ณพัชญา ตะนัง
Abstract:
ABSTRACT The purposes of this study were 1) to investigate teachers’
participative behavior in secondary schools on academic administration at
Mueang district, Nakhon Phanom province under office of secondary educational
service area 22, and 2) to compare teachers’ participative behavior in
secondary schools on academic administration, Mueang district, Nakhon Phanom
province under office of secondary educational service area 22 classified by
school status and sizes. The samples group of this research was 235; using 80
criteria in sample size specification of teachers: consisted of 75 teachers,
102 expert teachers, and 58 teachers of special expertise. The research
instruments was a five - rating scale questionnaire with discrimination value
between .31 and .90 and the reliability of .91. The statistics used in
analyzing data were percentage,mean,standarddeviation, t-test (Independent
Sampling) and F - test (One - way ANOVA). The results were as follows : 1. The
overall of teachers’ participative behavior in secondary schools on academic
administration at Mueang district, Nakhon Phanom province under office of
secondary educational service area 22 were at a medium level. The highest
average aspect was program development school. The lowest average aspect was
research to improve the quality of education, 2. The comparison of teachers’
participative behavior in secondary schools on academic administration at
Mueang district, Nakhon Phanom province under office of secondary educational
service area 22 classified by status were difference at a significant level at
.01; teachers had more participative behavior on academic administration than
expert teachers, and teachers of special expertise in overall. Considering each
aspect, the teachers’ participative behavior on aspect of learning processes
development, measurement,assessment and credit tranfer, and research for
quality of educational development were difference at a significant level at
.01; teachers had more participative behavior on academic administration than
expert teachers, and teachers of special expertise, and also found that, expert
teachers had more participative behavior on aspect of learning resources
development than teachers of special expertise were difference at a significant
level at .01 and .05 respectively. Classified by school sizes, the overall were
difference at a significant at the level .01; the teachers who working in
medium sized schools and large sized schools had more participative behavior
than teachers who working in extra large sized schools in overall. The teachers
who working in medium sized schools had more participative behavior on aspect
of academics administrative, learning processes development, maesurement,
assessment and credit tranfer, and research for quality of educational
development than teachers who working in extra large sized schools. The
teachers who working in large sized schools had significantly different of
participative behavior on aspect of academics and learning processes
development more than teachers who working in extra large sized schools at a
level of .01.
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