THE CAUSAL RELATIONSHIP MODEL OF EFFCTIVENESS OF SECONDARY ADMINISTRATION SCHOOLS IN THE NORTHEASTERN

Abstract

The objectives of this research article were to 1) study factors in the causal relationship model of effectiveness of secondary administration schools in the northeastern, 2) develop and verify the congruence of the causal relationship model of effectiveness of secondary administration schools in the northeastern with the empirical data, and 3) find guidelines to develop factors that directly affect the effectiveness of secondary administration schools in the northeastern. The mixed method research, population were secondary schools in the northeastern region under the Office of the Basic Education Commission, 640 samples were derived by Proportionate Stratified Random Sampling, the key informants are administrators and teachers in secondary schools in the northeastern region, 1,280 samples. The research instrument was a constructed rating-scale questionnaire and interview form. Data were analyzed using a packaged program, assessment of guidelines to develop factors by experts. The findings were as follows: 1) factors in the causal relationship model of effectiveness of secondary administration schools consisted of: 1.1) disruption era leadership of administrators, 1.2) school environment and culture, 1.3) competencies of teachers and educational personnel in organizing the learning process, 1.4) an innovative educational institution using technology and information, and 1.5) effectiveness of secondary administration schools. 2) The developed model was congruent with the empirical data, The statistics showed that the Chi-square statistics goodness fit test (χ²) = 102.02, χ²/df = .95, GFI = .99, AGFI = .98, RMR = .00 3) Guidelines for developing factors directly influencing effectiveness of secondary administration schools, It was found that administrators should take action on 4 issues as follows: 3.1) Be a role model of morality and ethics and dare to think outside the box creatively, 3.2) Focus on the rule of law and work as a team, 3.3) Encourage teachers to use learning management technology through a variety of formats in an integrated, student-centered manner, and 3.4) Give importance to technology and information.