แนวทางสำหรับการมีภาระรับผิดชอบของผู้มีส่วนได้ส่วนเสียในการส่งเสริมคามฉลาดรู้ด้านการอ่านของนักเรียนกัมพูชา
คำสำคัญ:
Accountability, Reading Literacy, Cambodiaบทคัดย่อ
The objectives of this study were to measure the current practice level of stakeholders’ accountability, to find out the relationship among stakeholders’ accountability, and to seek the guidelines for stakeholders’ accountability for students’ literacy. To respond to study objectives, 29 primary schools were selected as a sample size and two instruments were face-to-face questionnaire with 5 liker-scale and reading tool which was accounted by students. The finding indicated that level of accountability, Monitor Teaching and Learning (M = 4.36, SD = .41), Collaboration (M = 4.12, SD = .49), and Mentoring Children (M = 4.10, SD = .42) had exceedingly altitude with reading literacy. Moreover, parents’ accountability (r=.209, p< .05) showed strongly significant correlation among school principals’ accountability (r=-.178, p< .05) and students’ accountability (r=.198, p<.05) with reading literacy, while school teachers’ accountability was non-significant (r=.062, p = .199). Hierarchical Stepwise Regression Analysis resulted that among 11 variables of all stakeholders’ accountabilities, only 6 significantly at the statistical level of 0.05 accounted for 1.64 percentage points of students’ reading literacy. Further research should select grade 6 students as sample and adopt reading tool from PISA for Development.
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