The Guidelines for Administration of Assessment Processes in Position and Academic Standing of Government Teachers and Education Personnel in the Secondary Educational Service Area Office Kamphaeng Phet

Abstract

This research aimed to 1) study the status and problems administration of assessment processes in the position and academic standing of government teachers, 2) compare the status administration of assessment processes in the position and academic standing of government teachers categorized experience and school size, and 3) propose guidelines for administration of assessment processes in the position and academic standing of government teachers of the Secondary Educational Service Area Office in Kamphaeng Phet. The research employed a mixed-methods approach, including quantitative research using questionnaires with a sample of 297 teachers and qualitative research through interviews with 17 informants. Quantitative data were analyzed using basic statistics, including mean (x), standard deviation (S.D.), frequency (f), percentage (%), independent t-test, and one-way ANOVA (F-test). Qualitative data were analyzed through content analysis.
The findings revealed that:
1. The overall status of administration was at a high level. Considering each aspect, the highest-rated area was promoting and supporting learning management, followed by learning management and self-development and professional development,
respectively.
2. problems administration included teachers' lack of knowledge and understanding of school curriculum development, insufficient preparation of up-to-date student and course information in digital formats, and School administrators face limitations in providing additional guidance to enhance participation in professional learning.
3. The comparison of administration practices based on teachers' experience showed no significant differences.
4. The comparison based on school size also showed no significant differences.
5. The guidelines for administration that schools should encourage reflective dialogue activities to improve learning management, promote the use of information technology in data management, and foster a culture of shared learning among school administrators and teachers.