The Relationship between Participation of teacher in budgeting and adequacy of resource for educational management in schools under the primary educational service area office

Abstract

This research was quantitative. The objectives were to study the relationship between teacher’s participation in budgeting and the sufficiency of resources for learning management in educational institutions under the Primary Educational Service Area Office. There was a multi-step sampling method. The sample used in this research was 379 teachers assigned to perform duties as a finance officer, accountant, and supplies of each educational institution. The tools used in research was a questionnaire with a 5-level estimation scale. The statistics were frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient analysis.

The findings were as follows: The relationship between participation of teachers in budgeting and sufficiency of resources for learning management in educational institutions under the Primary Educational Service Area Office revealed a positive relationship in moderate level (r=.603) at .01 level of significance by participating in the budgeting of teachers in educational institutions. In terms of budget allocation (X2) and sufficiency of resources for learning management in human resource education institutions (Y1), they have the most positive correlation (r=.609), followed by participation in the budgeting of teachers in educational institutions. The preparation and proposing of budget (X1) and the sufficiency of resources for learning management in educational institutions in terms of materials, media, learning equipment (Y2) were (r=.579), and the least correlation of participation. Participation in the budgeting of teachers in educational accounting management (X6) and the sufficiency of resources for learning management in educational institutions in management (Y4) were (r=.141).