Developing of The Causal Relationship Model of Factors Affecting Educational Quality of Primary Schools in Phetchaburi Province.

Main Article Content

Apichat Lenanant

Abstract

The aim of this paper is to develop and confirm the causal relationship model of factors affecting educational quality of primary schools. The quality of school education is an important product that represents the future of the nation and influenced by the theory of administrators’ leadership, teacher leadership, and school culture. The sample used in this research were  obtained by multi-stage random sampling from 138 elementary schools (According to the Krejcie & Morgan (1970: 607-610) sample size table. The respondents in schools consisted of 430 teacher (132 school administrators, 138 academic teachers and 160 teachers). The research instrument was 1 questionnaire that with the reliability of 0.98. The statistics used for data analysis were mean, standard deviation, kurtosis, skewness, Pearson's product moment correlation coefficient, and structural equation analysis with LISREL (8.80 student edition) program. The findings show that: 1) administrators’ leadership variables Influence through teacher leadership, and school culture on the quality of education of the school, 2) Teachers' leadership variables directly and indirectly affected through school culture variables on school quality variables, and 3) School culture variables directly affected on school quality variables.

Downloads

Download data is not yet available.

Article Details

How to Cite
Lenanant, A. (2020). Developing of The Causal Relationship Model of Factors Affecting Educational Quality of Primary Schools in Phetchaburi Province. International Journal for Innovation Education and Research, 8(6), 66-77. https://doi.org/10.31686/ijier.vol8.iss6.2375
Section
Articles

References

Angelle, P., & DeHart, C. (2016). Comparison and evaluation of four models of teacher

leadership. Accessed on November 20, 2019. From website:

https://files.eric.ed.gov/fulltext/EJ1207883.pdf

Akert, N., & Martin, B. (2012). The Role of teacher leaders in school improvement

through the perceptions of principals and teachers. International Journal of

Education. 4(4), 284 – 299.

Apichat Lenanant. (2017). Administration in schools. Petchaburi: Petchaburi Rajaphat

University.

Janpen Klabdee & Moldop Chaiyachit. (2015). Influence of collective leadership and

collaborative school culture affecting to teacher job performance of the basic

education institutions in the inspecuion area 2. Journal of Humanities and Social

Sciences Thonburi University. 9(19), 108 – 115.

Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders.

NASSP Bulletin. 616 (84), 27–34.

Doaruwan Thawilakan. (2015). “Leadership of leader” Leadership style of 21st Century.

Journal of Educational Administration, Khon Kaen University. 11(2): 23 – 35.

Ghamrawi, N. (2010). No teacher left behind: Subject leadership that promotes teacher

leadership. Educational Management Administration & Leadership. 38(3), 304-320. Accessed on February 20, 2019. From website: http://dx.doi.org/10.1177/1741143209359713

Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teacher

develop as leaders. 2nd ed. Thousand Oaks, CA: Corwin.

Krejcie, R., & Morgan, D. (1970). Determining sample size for research activities.

Psychological measurement. 30(3), 607-610.

Leithwood, K., and Others. (2004). Review of research: How leadership influences

student learning. Ney York: The Wallace Foundation.

Lucas, S. E. & Valentine, J. W. (2002). Transformational leadership: Principals, leadership

teams, and school culture. American Educational Research Association. February 20,

From website: https://files.eric.ed.gov/fulltext/ED468519.pdf

Manz, C. , & Sims, H. (2001). The new superleadership: Leading others to lead themselves.

San Francisco, CA: Berrett-Koehler.

Rattikorn Chongwisarn. (2013). Leadership: Theories, research, and approach to

development. 2nd ed. Bangkok: Publisher of Chulalongkorn University.

Ross, J. A., & Gray, P. (2006, March). School leadership and student achievement:

The mediating effects of teacher beliefs. Canadian Journal of Education, 29(3),

-822.

Seri Chatcham. (2004). Confirmatory factors analysis. Journal of Educational research and

measurement. 2(1), 15 – 42.

Sommai Amdonkloy. (2010). A causal model of factors affecting educational quality of

schools under the Office of Basic Education Commission. Journal of Educational

Administration Burapa University. 2(2), 53 – 66.

Surin Chumkaew (2013). Organizational culture, transformational leadership and work

behavior based on the philosophy of sufficiency economy of administrators in a

private organization. Master of science thesis (Human Resources and Organization

Development), National Institute of Development Administration.

Tosaporn Chanthanarat, Samut Chamnan, and Phairat Wongnam. (2013). Model of causal

relationships of factors related to behavior administration of school administrators that

influence on academic achievement of students. Journal of Educational Administration

Burapa University. 7(2), 12 – 27.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings

from two decades of scholarship. Review of Educational Research, 74(3), 255–316.