Teachers’ opinions of the academic administration of administrators at opportunity expansion schools under the jurisdiction of the pathum thani primary educational service area office two

Abstract

In this study, the researcher examines (1) teachers’ opinions of the academic administration of administrators at opportunity expansion schools under the jurisdiction of Pathum Thani Primary Educational Service Area Office Two; and compares (2) the opinions of these teachers as classified by the demographical characteristics of educational qualifications, work experience, and school size. In carrying out this investigation, the researcher adopted a survey research methodology.     Employing the stratified random sampling method, the researcher selected a sample population consisting of 254 teachers teaching at 22 opportunity expansion schools in the academic year 2017 under the jurisdiction of Pathum Thani Primary Educational Service Area Office Two. The research instrument was a five-rating scale questionnaire comprised of 52 items. Applying Cronbach’s α (alpha) coefficient technique, it was found that the questionnaire was reliable at the 0.97 level. Utilizing techniques of descriptive statistics, the researcher analyzed the data collected in terms of frequency, percentage, mean (M), and standard deviation (SD). A t test and the one-way analysis of variance (ANOVA) technique were employed by the researcher in addition to Scheffé’s multiple comparison method in cases in which differences were found at a statistically significant level. The research results were as following :

1. 1. Teachers’ opinions overall were expressed at a high level. In descending order were the aspects of learning process development; measurement and evaluation; educational counseling; educational supervision; research for educational quality development; and curriculum development.
2. 2. Teachers who differed in educational qualifications did not exhibited concomitant differences in their opinions of academic administration overall and for all aspects.
3. 3. In their opinions, teachers who differed in work experience did not evince parallel differences overall and for all aspects.

          4. Teachers who taught at schools of different sizes displayed corresponding differences in their opinions overall at the statistically significant level of .05. When considered in each aspect, it was found that the aspects of curriculum development; learning process development; measurement, evaluation, and academic result transfer; and educational supervision showed accompanying differences at the statistically significant level of .05. No associated differences were found in regard to the aspects of research for educational quality development and educational counseling.