Characteristics of the Professional Standards of the School Administrators according to the Opinions of the Teachers in the Schools under Kanchanaburi Primary Educational Service Area Office 4

Abstract

The objectives of the research were to study the characteristics of the professional standards of the school administrators and to compare the characteristics of the professional standards of the school administrators according to the opinions of the teachers in the schools under Kanchanaburi Primary Educational Service Area Office 4 classified by educational management areas. The samples used in the research were 268 teachers in the basic schools under Kanchanaburi Primary Educational Service Area Office 4. They were randomized by stratified random sampling. The research instrument was a questionnaire. The statistics used to collect data were percentage, mean, standard deviation, one-way ANOVA, and Scheffe’s test for pairs of comparison. The statistical significance was determined at the level of 0.05.

The research findings were as follows.

1. The characteristics of the professional standards of the school administrators according to the opinions of the teachers in the schools under Kanchanaburi Primary Educational Service Area Office 4 in the overall and in all aspects were at the highest level. When the mean scores of the characteristics were organized from the largest to the smallest values, merits, ethics, and morality were the largest value, followed by professional development and school administration, leadership, students’ activities and students’ affairs, educational quality evaluation and curriculum and instruction, and learning measurement and learning evaluation.
2. The findings of the comparison showed that the characteristics of the professional standards of the school administrators according to the opinions of the teachers in the schools under Kanchanaburi Primary Educational Service Area Office 4 classified by educational management areas in the overall were different with the statistical significance at the level of .01. When each aspect was considered, the curriculum and the instruction, the learning measurement and the learning evaluation, the students’ activities and the students’ affairs, the educational quality evaluation and the merits, ethics, and morality were different with the statistical significance at the level of .01 while the professional development, the academic leadership, and the school administration were different with the statistical significance at the level of .05.