Teacher’s Participation in Academic Administration at the Secondary Educational Service Area Office Saraburi

Abstract

The objectives of this research were: 1) to study the level of teacher participation in academic Administration within schools under the Secondary Educational Service Area Office Saraburi; 2) to compare the levels of teacher participation in academic management based on educational attainment, work experience, and school size; and 3) to explore guidelines for enhancing teacher participation in academic management within the same service area office. The research sample consisted of 295 teachers from government schools under the Saraburi Secondary Educational Service Area Office. The sample size was determined using the Krejcie and Morgan (1970) table. The research instrument was a 5-point Likert scale questionnaire, which yielded an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00 and a reliability coefficient of .944. Data were analyzed using a statistical software package to determine mean (x̄) and standard deviation (S.D.) Independent Samples t-test, One-way Analysis of Variance (ANOVA), and content analysis for qualitative data.

          The results of the study found that 1. Overall, teacher participation in academic administration was at a high level. Considering each aspect, all eight aspects were at a high level, ranked from highest to lowest as follows: the development of media, innovation, and technology received a high level of opinion; the development of learning processes received a high level of opinion; and the aspect with the lowest average was the development of the internal quality assurance system. 2. The comparative analysis of teacher participation in academic administration in schools under the Saraburi Secondary Educational Service Area Office showed that differences in gender, school size, and work experience (both overall and in each aspect) as well as differences in educational level significantly affected teacher participation in academic administration in schools under the Saraburi Secondary Educational Service Area Office (p < .05). 3. Guidelines for Developing Teachers’ Participation in Academic Administration in Schools under the Saraburi Secondary Educational Service Area Office were as follows; 1) Development of Teachers’ Participation in Curriculum Development .2) Development of Teachers’ Participation in the Learning Process. 3) Promotion of Teachers’ Participation in Research for Educational Quality Development. 4) Development of Teachers’ Participation in Measurement and Evaluation Systems. 5) Development of Teachers’ Participation in Educational Supervision. 6) Teachers should be encouraged to develop and produce instructional media appropriate to learners’ needs. 7) Development of Teachers’ Participation in Learning Resources and Networks. 8) Development of Teachers’ Participation in Internal Quality Assurance Systems.