The Power of School Administrators Affecting the Performance Standard of Teachers under Suphanburi Primary Educational Service Area Office 2

Abstract

This research aimed to 1) study the level of power of school administrators; 2) study the performance standards of teachers; and 3) analyze the power of school administrators affecting the performance standards of teachers. The sample group consists of teachers in schools under the Suphanburi Primary Education Area Office, Zone 2, totaling 1,185 people. The method of proportional stratified random sampling was used, distributing the number according to the location of the district, resulting in a sample group of 271 people. The instrument used in this study was a questionnaire created by the author with a content validity of 0.67 to 1.00, a reliability of the questionnaire on the part of school administrators of 0.98, and, reliability of the questionnaire on the part of performance standards of teachers of 0.98. Data were analyzed by determination of percentage, mean, standard deviation, and stepwise multiple regression.

The findings of this research were as follows: 1) The power of school administrators was at a high level, both overall and in each aspect, namely, reference power, legal power, reward-providing power, expertise power, power by position, personal power, and enforcement power, respectively. 2) Teachers' performance standards were at a high level, both overall and in each aspect, namely, relationships with parents and communities, learning management, and the performance of teacher duties, respectively. 3) The powers of school administrators, namely rewarded for providing power (X₂), power by position (X₆), and reference power (X₅), were factors affecting teachers' performance standards with the prediction of 44.30% with statistical significance at the .01 level by the regression analysis equation:  = 2.20 + 0.28 (X₂) + 0.13 (X₆) + 0.11 (X₅)