การมีส่วนร่วมของครูในการบริหารงานวิชาการในโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 2

บทคัดย่อ

The purposes of this research were: (1) the teachers’participation in schools’academic administration under the jurisdiction of the Secondary Educational Service Area Office two In addition, the researcher compares (2)the teachers’participation as classified by the educational level, work experience, and school size. The sample population consisted of 361 teachers employed in schools under the jurisdiction of the Secondary Educational Service Area Office two. using the stratified random sampling method. The research instrument was a five-rating scale questionnaire. The research instrument was a 71-item five-rating scale questionnaire couched at the reliability level of 0.98. By using techniques of descriptive statistics, the researcher analyzed the data collected in terms of frequency, percentage, mean, and standard deviation. A t test technique and the one-way analysis of variance (ANOVA) technique were also employed by the researcher. When differences between groups were found, Scheffé’s multiple comparison was additionally utilized by the researcher. Findings are as follows:                             1) Teachers’participation in academic administration by the school directors under study in an overall picture was at a high level. When considered in each of the nine aspects, it was found that participation was displayed at a high level in the following descending order: The learning process development; measurement, evaluation, and educational transfer; school curriculum development; the development and use of educational technology media; research for educational quality development; learning resources development; educational guidance; educational supervision; and coordination with other educational institutions in academic development

          2) In comparing teachers’participation in academic administration of these schools by reference to differences in educational level, work experience, and school size. the researcher found the following: 2.1) The teachers who differed in the demographical characteristics of educational level overall did not exhibite parallel differences in participation academic administration. When considered in the aspects of school curriculum development concomitant differences were found at the statistically significant level of .05, while other aspects proved differently. 2.2)The teachers who differed in the demographical characteristics of work experience overall exhibited parallel differences in participation academic administration at the statistically significant level of .05. When considered in the aspects of school curriculum development, the learning process development, measurement, evaluation, and educational transfer; research for educational quality development,educational supervision, and coordination with other educational institutions in academic development , concomitant differences were found at the statistically significant level of .05. Regarding to the aspect of the development and use of educational technology media, learning resources development; and educational guidance, there are no corresponding differences. 2.3)The teachers who differed in the demographical characteristics of school size did not evince parallel differences in their participation regarding the academic administration of the administrators overall and in all.