The Multi-Level Factors Affecting Teachers’ Teaching Effectiveness in School under the Office of Secondary Educational Service Area 25

Abstract

The purpose of this research were  1) to study the level of teachers’ teaching effectiveness,       2) examine the level of school factors and classroom factors affecting teachers’ teaching effectiveness, and 3) to investigate the effect of schools’ factors level and classrooms’ factors level to teachers’ teaching effectiveness in school under the Office of Secondary Educational Service Area 25. The population in this study included the administrators and teachers and teaching staff in school under the Office of Secondary Educational Service Area 25. A total of 513 samples consisted of 68 school administrators at the macro level and 445 teachers and teaching staff at the micro level. The samples were 20:1 stand for twenty samples for the observed variable (Hair, et al, 2010). This study utilized the quantitative descriptive research using two types of questionnaires. The hierarchical linear model (HLM) analysis was utilized to test the fixed effect and random effect of the null model, simple model and hypothesis model. The findings showed that: 1) overall aspects of teachers’ teaching effectiveness indicated at a moderate level. Considering each aspect, the average ordering from high to low it found that teachers’ satisfaction towards working, participation of parent and community were at a high level and learning achievement was at low level.  2) overall factors affecting teachers’ teaching effectiveness at macro level indicated at a highest level. Considering each aspect, the average ordering from high to low it found that academic leadership, school culture were at a highest level, and school environment was at high level. Overall factors affecting teachers’ teaching effectiveness at micro level also indicated at a high level. Considering each aspect, the average ordering from high to low it found that learning and teaching environment, teachers’ behaviors, and social support for teachers.  3) Variable at macro level, non factors contributed to teachers’ teaching effectiveness with a statistical significance. In which the macro level variables was able explain the variation of teachers’ teaching effectiveness for 37.50 percent. Micro level variables contributed positively to teachers’ teaching effectiveness at the statistical significance level of .01 including social support for teachers (β = 0.333, t = 11.770, Sig.<0.001), teachers’ behaviors (β = 0.113, t = 3.234, Sig. = 0.001), and learning and teaching environment (β = 0.171, t = 5.064, Sig.< 0.001)  in which the micro level variables could explain the variation of teachers’ teaching effectiveness for 52.62 percent