Administrative Factors Affecting Learning Management Competency of Teachers in Schools under the Department of Education, Bangkok Metropolitan

Abstract

The objectives of this research were to study 1) administrative factors related to learning management competency of teachers; 2) the learning management competency level of teachers; 3) the relationship between administrative factors related to learning management competency of teachers and learning management competency of teachers; and 4) administrative factors affecting learning management competency of teachers in schools under the Department of Education, Bangkok Metropolitan Administration. The research sample consisted of 373 teachers in schools under the Department of Education, Bangkok Metropolitan obtained by stratified random sampling based on school size and then simple random sampling. The sample size was determined based on Krejcie and Morgan’s Sample Size Table. The research instrument was a questionnaire on Administrative factors related to teachers' learning management competencies and Teachers' learning management competencies. Statistics for data analysis were percentage, means, standard deviation, Pearson’s Product-Moment Correlation and stepwise multiple regression analysis. Research findings were as follows: 1) administrative factors related to learning management competency of teachers, both overall and in specific aspects, were at a high level; 2) the learning management competency level of teachers, were also at a high level; 3) the relationship between administrative factors related to learning management competency of teachers and learning management competency of teachers had a positive relationship at a moderate level of significant at the .01 level; and 4) administrative factors affecting learning management competency of teachers, it is statistically significant at the 0.01 level that the predictability of Teachers' learning management competencies in schools is 23.00%.