The Role of School Administrators to Enhance Classroom Action Research under the Office of the Secondary Educational Service Area 2 According to the Teacher’s Views

Abstract

The objectives of this study were to 1) study and compare the role of school administrators under the Office of the Secondary Educational Service Area 2; to enhance classroom action research according to the teachers' views, classified by school sizes, educational levels, and academic positions. The population consisted of 6,110 school teachers under the Office of the Secondary Educational Service Area 2. The sample was selected by stratified random sampling according to school sizes. The samples  were 400 individuals at .05 significance level. The research instrument for data collection was a 5-rating scale questionnaire with its reliability of .978. The data were analyzed by statistics including mean, standard deviation, t-test, and One-way ANOVA.   

The results of were as follows: 1) The role of school administrators under the Office of the Secondary Educational Service Area 2 to enhance classroom action research according to the teachers' views in both overall and individual aspects were at a high level. When individual aspects were considered, an aspect with the highest mean was an enhancement for successful classroom action research, followed by a recognition of teachers conducting classroom action research. 2) The different school sizes influenced different views towards the role school administrators under the Office of the Secondary Educational Service Area 2 to enhance classroom action research. When individual aspects were considered, there was no difference in recognition of teachers conducting classroom action research. However, there were the statistically significant differences in other aspects at .05 level. 3) The different educational level influenced indifferent views towards the role school administrators under the Office of the Secondary Educational Service Area 2 to enhance classroom action research. When individual aspects were considered, there were the differences in recognition of teachers conducting classroom action research and emphasis on classroom action research; meanwhile, there was no difference in other aspects. 4) The different academic positions influenced indifferent views towards the role school administrators under the Office of the Secondary Educational Service Area 2 to enhance classroom action research in both overall and individual aspects.