Variables Affecting Internal Quality Assurance for Small Elementary Schools under Office of the Basic Education Commission

Abstract

The objectives of this research were to; 1) study the level of internal quality assurance for small elementary schools under the Office of the Basic Education Commission (OBEC); and 2) examine the variables affecting the level of internal quality assurance for small elementary schools under the OBEC. The research samples were 100 small elementary schools under the OBEC of the academic year 2019. Data collection instruments were a 6-set of questionnaires including; (1) questionnaire on the small elementary schools; (2) questionnaire on self-improvement of teachers; (3) questionnaire on teacher responsibilities; (4) questionnaire on academic leadership of school principals; (5) questionnaire on professional learning community; and (6) questionnaire on team-working. The questionnaire was the 5-point Likert type scale. The discrimination of each item was between 0.25 – 0.86; while, the reliability of each questionnaire was between 0.89 – 0.96. Mean, Standard Deviation (SD), Coefficient of Variation, Multiple Regression, and Path Analysis (PA) were used to analyze the data.

The results indicated that: 1) The internal quality assurance for small elementary schools was at a high level where the 3rd standard: child-center learning; the 2nd standard: administration and management processes; and 1st standard: quality of students was achieved at a high level, respectively. The characteristics of each school were quite different. 2) The academic leadership of school principals, team-working, and professional learning community influenced directly the internal quality assurance for small elementary schools. These 3 variables indicated variances of the level of internal quality assurance for small elementary schools at 71.00 percent, with = .01; and were indirectly influenced by team-working and professional learning community through academic leadership of school principals. Meanwhile, the variables of teacher responsibilities and self-improvement of teachers indirectly influenced the internal quality assurance for small elementary schools through team-working, a professional learning community, and academic leadership of school principals.