แบบจำลองความสัมพันธ์โครงสร้างเชิงเส้นของปัจจัยที่ส่งผลต่อผลสัมฤทธิ์ทางการเรียนของนักเรียนโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษา ในภาคตะวันออกเฉียงเหนือ

Abstract

This study was designed to develop a linear structural equation model of factors influencing the student’s  achievement in primary schools under the Office of Educational Service Areas in the Northeast of Thailand.  The multi-stage random sampling was applied for research samples which consisted of 440 schools drawn from those offices.  The research instrument applied for data collection was a 5-point rating scale questionnaire and earned data were analyzed to obtain mean, standard deviation and Pearson’s product moment correlation coefficient.  LISREL version 8.30 was also used to analyze the skewness, kurtosis, confirmatory factors analysis and to investigate the consistency between the hypotheses model and the empirical data.

            The findings of this study were summarized as follows :

1. The structural equation model of factors influencing the student’s achievement was fitted to the empirical data
2. The factors affected direct, indirect and total effects on the student’s achievement were as follows.

                2.1 The direct effect has  three factors : the teacher performance , the distributed leadership and internal school supervision which the coefficient values at  0.71 , 0.19 and 0.08 respectively.

                2.2 The indirect effect has two factors : the distributed leadership with its influencing coefficient value at .67 and another factor was  the internal school supervision with .62 influencing coefficient value.              

                2.3 The positive total effect has three factors : the  distributed leadership with the influencing coefficient value at 0.86 then followed by teacher performance and then internal school supervision with the influencing coefficient values at 0.86 , 0.71 and 0.70 respectively.

                Considering the value of the predictive coefficient (R²) of the structural equation model of the factors influencing the student’s achievement in those schools could describe the variance of students academic achievement at 77 percent.