ROLES OF SCHOOL ADMINISTRATORS TOWARDS ACADEMIC RANK CLASSIFICATION OF TEACHERS UNDER SUPHAN BURI PRIMARY EDUCATION SERVICE AREA OFFICE 3

Abstract

The research aimed to: 1) study the knowledge and understanding of school administrators towards the academic rank classification of teachers; 2) analyze problems and obstacles faced by teachers and school administrators towards the academic rank classification of teachers; and 3) present the role of educational institution administrators towards the academic rank classification of teachers. The sample group used in the research included 405 school administrators and teachers under the Suphan Buri Primary Educational Service Area Office, Area 3, derived by proportional stratified random sampling distributed by school size. The informants were 12 personnel, consisting of 3 teachers and 9 school administrators derived by purposive sampling. The research instruments were questionnaires and interviews. Data were analyzed with frequency, percentage, mean, standard deviation, and content analysis.

The research results were as follows:

1. Overall and in specific aspects, the knowledge and understanding of school administrators was at a high level. The aspects, in the descending order of average, were evaluation based on performance agreement, evaluation for application or promotion of academic rank classification, evaluation of position and academic rank, and preparation of performance agreement, respectively.


2. Problems and obstacles faced by teachers and school administrators in evaluating academic rank classification were as follows: unclear criteria during the transition to using the newest criteria, lack of knowledge about counting periods, inconsistency between performance agreement and expected level of operations, school administrators’ negligence to check teachers’ performance agreement, failure of unauthentic assessment methods with too much documentation, and inability to provide guidance on uploading files into the DPA system.


3. The role of educational institution administrators in evaluating academic rank classification of teachers were as follows: being an academic leader, an advisor to teachers, an expert in learning management, a teaching supervisor, and a leader of professional learning community; reducing paperwork and integrating assessments to align with indicators; screening teachers’ information before uploading to the DPA system; and facilitating teachers in applying or requesting promotion of academic rank classification.