Teacher Participation in Internal Quality Assurance of Schools under the Nawasirinakarin Secondary School Consortium, Secondary Educational Service Area Office Bangkok 2

Abstract

The objectives of this research were: 1) to study the levels of teacher participation in developing internal quality assurance activities within educational institutions, and 2) to compare these participation levels based on individual factors, including gender, age, educational attainment, work experience, academic position, and learning department. The research sample consisted of 144 teachers from schools within the Navasirinakarin Consortium, under the Secondary Educational Service Area Office Bangkok 2, for the 2025 academic year. The sample size was determined through power analysis using G*Power 3.1, and participants were selected via stratified random sampling. The research instrument was a 5-point Likert scale questionnaire comprising 75 items, with a total reliability coefficient of .98. Data were analyzed using mean, standard deviation, and hypothesis testing via One-way ANOVA.

The research findings were as follows

1. The overall and individual aspects of teacher participation in developing internal quality assurance activities were at a high level. Ranked by mean scores from highest to lowest, the aspects were: implementation of the educational development plan, follow-up and quality development, formulation of the educational development plan, evaluation and internal quality audit, and establishment of educational standards, respectively.
2. The comparative analysis revealed that teachers with different genders, ages, educational attainments, academic positions, and learning departments did not significantly differ in their overall or individual aspects of participation. However, teachers with different work experiences showed a statistically significant difference in their overall participation at the .05 level. Specifically, differences were found in the areas of evaluation and internal quality audit, and follow-up and quality development. Post-hoc analysis indicated that teachers with 1–5 years of experience participated at a significantly different level compared to those with 6 or more years of experience (at the .05 level). In contrast, no significant differences were found among groups with 6 or more years of experience.