บทบาทของผู้บริหารสถานศึกษาในการส่งเสริมการทำวิจัยในชั้นเรียนในโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาสมุทรสาคร

Abstract

The purposes of this research were to examine and compare roles of school administrators in promoting classroom research in schools under Samutsakhon Primary Educational Service Area Office, as classified by the taught subject groups and school sizes. The sample consisted of 168 teachers under Samutsakhon Primary Educational Service Area Office who were selected through stratified random sampling using school sizes as the strata, and determined the sample size according to the Cohen table. The instrument for data collection was a set of five-rating scale questionnaires with the item discriminative index (r) ranged from .52 to .90, and the reliability of .97. The statistics for data analysis were mean, standard deviation, t-test, and One-Way ANOVA. The findings revealed as follows: 1. School administrators’ roles in promoting classroom research of teachers in schools, as a whole and in each aspect, were at a high level, ranging from high to low mean scores for the first three ranks: placing importance to classroom research, promoting for career advancement, and having responsibility for providing support and supervision. 2. The comparison result of school administrators’ roles in promoting classroom research, classified by the taught subject groups, as a whole and in each aspect, showed no difference. 3. The comparison result of school administrators’ roles in promoting classroom research, classified by school sizes, as a whole and in each aspect, showed the differences at the .05 level of significance, except the aspect of promoting career advancement of teachers showed no difference.