GUIDELINES FOR DEVELOPING ROLES FOR ADMINISTRATORS OF DISTRICT LEARNING ENCOURAGEMENT CENTERS UNDER SURIN PROVINCIAL OFFICE OF LEARNING ENCOURAGEMENT
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Abstract
The objectives of this research were: (1) to study the current state, the desirable conditions, and the needs for developing roles for administrators of District Learning Encouragement Centers under Surin Provincial Office of Learning Encouragement and (2) to study guidelines for developing roles for administrators of District Learning Encouragement Centers under Surin Provincial Office of Learning Encouragement. The sample group consisted of 229 teachers under Surin Provincial Office of Learning Encouragement obtained by stratified random sampling. The employed research tool was a questionnaire with .98 reliability coefficient. Statistics used in the analysis of quantitative data were the frequency, percentage, mean, standard deviation, the modified priority needs index (PNI
modifed); while qualitative data were analyzed using content analysis.
The research results revealed that: (1) regarding the current state, it was found that the aspect that received the highest rating mean was the aspect of supervision, monitoring, and evaluation (M = 4.21, SD = 0.67), followed by the aspect of supports for learning (M = 4.21, SD = 0.69), while the aspect that received the lowest rating mean was that of the creation of motivation (M = 3.96, SD = 0.80); as for the desirable conditions, it was found that the aspect that received the highest rating mean was that of the summarizing and reporting results (M = 4.42, SD = 0.63), followed by that of the supports for learning (M = 4.41, SD = 0.65), while the aspect that received the lowest rating mean was that of the policies and focus points of the Department of Learning Encouragement (DOLE) (M = 4.35, SD = 0.65); as for the priority needs index (PNImodifed), it was found that the aspect that had the highest priority need was that of the human resource development (PNImodifed = 0.11), followed by that of the creation of motivation (PNImodifed = 0.10), and that of the administrative work system (PNImodifed = 0.09), while the aspect that had the lowest priority needs index was that of the supervision, monitoring, and evaluation (PNImodifed = 0.04) and (2) As for guidelines for developing roles for administrators of District Learning Encouragement Centers under Surin Provincial Office of Learning Encouragement, there were the total of 3 approaches and 12 action methods, which could be ranked based on their priority needs indices as follows: (1) the first approach was that of the human resources development; (2) the second approach was that of the creation of motivation; and (3) the third approach was that of the administrative work system.
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