The Structural Equation Modeling of Diversity Generation Management Affecting Performance Effectiveness of the Teachers under the Office of Khon Kaen Primary Education Service Area 4
Article Sidebar
Main Article Content
Abstract
The objectives of this research were to 1) study the level of diversity generation management and the level of performance effectiveness of teachers; 2) develop and examine the goodness of fit of the structural equation model of diversity generation management affecting the performance effectiveness of the teachers and the empirical data, that the author had constructed; and 3) study the guideline of diversity generation management affecting the performance effectiveness of the teachers under the Office of Khon Kaen Primary Education Service Area 4. The research employed the Mixed Methods Research: Explanatory Design. Phase 1 used a quantitative method. The sample consisted of 200 educational institution administrators and teachers, derived through two-stage cluster sampling method. The research instrument was a 5-point rating scale questionnaire with the reliability of 0.978. The data analysis employed the mean, standard deviation, and structural equation modeling (SEM). Phase 2 used a qualitative method. The research instrument was a structured interview. The target group consisted of educational institution administrators who were purposively sampled. The data were analyzed using content analysis. The findings showed that 1) the diversity generation management, on the whole, revealed a high level of action (M = 4.42, S.D. = 0.38). The performance effectiveness of teachers, on the whole, revealed a high level of action (M = 4.42, S.D. = 0.24). 2) The structural equation model of diversity generation management affecting the performance effectiveness of the teachers under the Office of Khon Kaen Primary Education Service Area 4, developed by the researcher, had the goodness of fit with the empirical data. The diversity generation management affecting the performance effectiveness of the teachers had direct positive influence on the performance effectiveness of the teachers, with the total influence of 0.796 at the .01 level of statistical significance. The variable of diversity generation management in the model could explain the performance effectiveness of the teachers for 63.3%. And, 3) The guideline of diversity generation management affecting the performance effectiveness of the teachers consists of 5 components: (1) In developing a mentoring system in coaching, the administrator promotes coaching activities, organizes a mentoring system with experienced-mentor pairing; (2) In communication for relationship building, various communication channels are provided, information technology is used in communication, and different opinions are welcomed; (3) In personnel retention, the administrator motivates and rewards teachers for good performance, provides opportunities for advancement and the use of potentials; (4) In encouraging teamwork, teams with age diversity are built, teachers of different ages have the opportunity to be assigned as a team leader; and (5) In supporting flexibility in working, work methods are adjusted to suit the work characteristics of teachers in various ages.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The content and information contained in the published article in the Journal of Educational Measurement Mahasarakham University represent the opinions and responsibilities of the authors directly. The editorial board of the journal is not necessarily in agreement with or responsible for any of the content.
The articles, data, content, images, etc. that have been published in the Journal of Educational Measurement Mahasarakham University are copyrighted by the journal. If any individual or organization wishes to reproduce or perform any actions involving the entirety or any part of the content, they must obtain written permission from the Journal of Educational Measurement Mahasarakham University.
References
Ardakani, M. S., Abzari, M., Shaemi, A., & Fathi, S. (2015). Diversity management and human resources productivity: Mediating effects of perceived organizational attractiveness Organizational justice and social identity in Isfahan’s steel industry. Iranian Journal of Management Studies, 9(2), 407-432.
Barnard, C. L. (1968). The functions of executive. Harvard University Press.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods Research (2nd Ed.). Sage.
Cronbach, L. J. (1970). The evolution of research. Harper Collins.
Gilbert, J. A., & Ivancevich, J. M. (2000). Valuing Diversity: A Tale of Two Organizations. The Academy of Management Executive, 14(1) 93-105.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E., (2010). Multivariate Data Analysis: A Global Perspective. Pearson Education.
Hoy, W. K., Miskel, C. G., & John Tarter, C. (2013). Educational Administration: Theory Research and Practice. McGraw- Hill.
Rosado, Caleb. (2006). Workforce Diversity, Vol.3: Concepts and Cases. ICAFAI University.
Schermerhorn, J. R., Jr.; Hunt, J. G., Osborn, R. N., & Uhl-Bien, M. (2000). Organizational Behavior. Wiley.
Chapanya, Y. (2016). Leadership and Ethics of the Leaders. Roi Et Rajabhat University. (in Thai)
Chueabangkaew, P. (2014). Diversity Management: Human Resource Management Strategy in the Creative Economy. Executive Journal. 31(1), 153-159. (in Thai)
Dejthongjun, S. (2021). Human Resource Diversity Management in Organization for Equality and Fairness: a Case Study on Human Capital Development of Employees with Disabilities in Government Sector. Journal of Social Science and Buddhistic Anthropology, 6(3), 269-284. (in Thai)
Labbun, W. (2020). Personal Characteristics of School Administrators Affecting Effectiveness of Teacher performance in Schools under Bueng Kan Primary Educational Service Area Office [Master’s thesis]. Sakon Nakhon Rajabhat University. https://gsmis.snru.ac.th/e-thesis/thesis_detail?r=61421229110 (in Thai)
Luksanapawan, B., & Somprach, K. (2019). Collective Leadership Affecting Effectiveness of Teacher’s Performance in Schools under the Secondary Educational Service Office Area 25. Dhammathas Academic Journal, 19(4), 1-13. (in Thai)
Nakprachaya, J., & Sirisooksilp, S. (2016). Workforce Diversity Management in Schools under The Office of Secondary Educational Service Area 25. College of Asian Scholar Journal, 6(2), 39-47. (in Thai)
Ninaroon, P. (2017). The Causal Relationship and Effect of Migrants Worker Management Capability: an Empirical Evidence of Small and Medium Enterprises in Samutsakorn Provinces [Doctoral dissertation], Silpakorn University. http://ithesis-ir.su.ac.th/dspace/bitstream/123456789/1648/1/57604932.pdf (in Thai)
Office of the Teachers council of Thailand. (2013). Guideline for professional practice of Education. Kurusapa Printing Ladphrao. (in Thai)
Soisud, V. (2021). Human Resource Management is the Key to Driving Today's Organization. Journal of Modern Learning Development, 6(5),340-350. (in Thai)
Tangjongrach, P., & Thawinkarn, D. (2021). A Multi-Generation Management Model for School Personnel under the Office of Udonthani Primary Educational Service Area 2. Phranakhon Rajabhat Research Journal, 16(1), 140-159. (in Thai)
The Office of Khon Kaen Primary Educational Service Area 4. (2021). Annual Action Plan 2021. The Office of Khon Kaen Primary Educational Service Area 4. (in Thai)
Thongkhum, A. (2021). Guidelines for Generational Diversity Management in School Under the Office of Secondary Educational Service Area 19 [Unpublished Master’s thesis]. Khon Kaen University. (in Thai)
Thumviriyavong, P. (2016). Workforce Diversity Management. Academic Journal of Bangkokthonburi University, 5 (2), 1-12. (in Thai)
Wiratchai, N. (1999). LISREL Model: Analytical Statistics for Research (3rd Ed.). Chulalongkorn University Press. (in Thai)
Wiriyapipat, N. (2016). The Role of HRM: Generation Gap Management in Organization. RMUTP Research Journal Humanities and Social Science, 1(2), 73-88. (in Thai)