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AUTHOR Mrs. Supanee Sirisamphan
ADVISORS Assoc. Prof. Dr. Sakthai
Surakitbowon and Mrs. Sirida Burachard
DEGREE M.Ed.
MAJOR Educational
Administration
UNIAERSITY Nakhon Phanom University ACADEMIC YEAR 2010
ABSTRACT
The
purposes of this research were to study the educational administration
effectiveness
of administrators and teachers’
learning management quality and to study the relationship between the
educational administration effectiveness and teachers’ learning management
quality of schools under the Offices of Nakhon Phanom Educational Service Area,
classified by their teaching experience and the educational management
categories.
The
sample consisted of 385 administrators and teachers who work in schools
under the Offices of Nakhon Phanom Educational Service
Area in academic year of 2009 by using
the Multistage
Random Sampling technique. The data were collected by using a rating scale
questionnaire comprising 2
parts. The part of the academic administration effectiveness had the discrimination power between 0.31-0.98 and
its reliability coefficient of 0.98. The
part of the teachers’ learning management quality had the discrimination power
between 0.23-0.97 and its
reliability coefficient of 0.97.
The statistics used to analyze data were percentages, means, standard
deviations, t-test (Independent Samples), F-test and Pearson Product Moment
Correlation.
The results of the study were as follows:
1.
The
overall educational administration effectiveness of administrators, as
perceived
by administrators and teachers
of schools under the Offices of Nakhon Phanom Educational Service Area, was at
the high level.
2. The overall quality of teachers’ learning
management, as perceived by administrators and teachers of schools under the
Offices of Nakhon Phanom Educational Service Area, was at the high level.
3. The
overall effectiveness and each aspect of the effectiveness of academic
administration of administrators, as perceived by administrators and teachers
of schools under the Offices of Nakhon Phanom Educational Service Area, had no
statistically significant difference.
4. The overall effectiveness of academic
administration of administrators, as perceived by administrators and teachers
of schools under the Offices of Nakhon Phanom Educational Service Area,
classified by their work experience, showed the statistically significant
difference at the .01 level.
5. The overall effectiveness
and each aspect of the effectiveness of academic administration of
administrators, as perceived by administrators and teachers of schools under
the Offices of Nakhon Phanom Educational Service Area, classified by the
categories of educational management, showed no statistically significant
difference.
6. The overall quality and each aspect of the
quality of teachers’ learning management, as perceived by administrators and
teachers of schools under the Offices of Nakhon Phanom Educational Service
Areas, showed no statistically significant difference.
7. The
overall quality of teachers’ learning management, as perceived by
administrators and teachers of schools under the Offices of Nakhon Phanom
Educational Service Area, classified by work experience, showed no
statistically significant difference.
8. The overall quality and each aspect of the
quality of teachers’ learning management, as perceived by administrators and
teachers of schools under the Offices of Nakhon Phanom Educational Service
Area, classified by the categories of educational management, showed no
statistically significant difference.
9. The effectiveness of the academic
administration of administrators was correlated with the quality of the
teachers’ learning management at the high level with the correlation coefficient
at the .01 level.
10. This research suggested
ways to improve the effectiveness of the academic administration and the quality
of the teachers’ learning management of schools under the Offices of Nakhon
Phanom Educational Service Area. The
suggested guidelines were the study of the states, the problems about the
effectiveness of the academic administration and the quality of learning
management based on the needs of administrators, teachers and community, the
management of activities to promote administrators and capable teachers, and
the nomination of the committee for the evaluation and follow-up.
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