EVALUATION OF EFFICENCY ENHANCEMANT PROJECT RELATED TO “FLUENT READING AND WRIYING” AMONGMATTHAYOMSUKSA 1 STUDENTS, MUANGTHALANG SCHOOL, OF THE SECONDARY EDUCATIONAL SERVING AREA OFFICE PHANG-NGA PHUKET RANONG.

Abstract

 This research aimed to 1) study teacher empowerment by school administrators, 2) compare teacher empowerment by school administrators, 3) and find the guidelines on teacher empowerment by school administrators. The findings revealed as follows. 1) the overall teacher empowerment by school administrators was high. When considering each aspect, it was found that motivation, building leadership, building organizational climate, and building teamwork were high, respectively. Participation in decision-making was moderate. 2) For the comparison of overall teacher empowerment by school administrators, no difference was found. When considering each aspect, it was found that the personal factors of teacher empowerment by school administrators under the Secondary Educational Service Area Office 12, classified by educational background, it affected building organizational climate differently; classified by work experiences, they affected motivation differently; and classified by school size, it affected motivation, participation in decision-making, building leadership, and building teamwork differently with statistical significance of .05. That was because most teacher empowerment was in accordance with large schools where teacher empowerment was not managed inclusively, resulting in unequal teacher empowerment. 3) For the guidelines on teacher empowerment by school administrators, 1) in term of motivation, teachers should be promoted to work as per their expectation, interest, and responsibilities based on their competency. 2) In term of participation in decision-making, teachers should be allowed to participate in setting school visions and work plans, performance assessment, and solving school problems all together. 3) In term of building organizational climate, there should be proper opportunities for teachers to perform important and challenging jobs as per their proficiency, along with equal opportunities to accumulate their work skills.  4) In term of building leadership, school administrators should show their visions, behave as the good role models, and promote creativity of teachers. They should also be encouraged to face problems caused by changes, and motivated to complete their jobs. 5) In term of building teamwork, teachers should be allowed to work together independently. Teamwork should be supported. Different acceptances should be provided, along with knowledge sharing and teamwork decentralization for decision-making and agility.