Causal Factors Affecting Effectiveness of the Schools Under Provincial Administrative Organization in the Lower Northeastern Part

Abstract

The purposes of this study were: 1) to study school effectiveness level; and 2) to study causal factors level affecting school effectiveness. 3) to create the linear structural model of casual factors affecting school effectiveness. 4) to build the development guidelines for causal factors affecting school effectiveness. There were two steps to the research, including: (1) In the study of causal factors affecting school effectiveness under provincial administrative organization in the lower northeastern part, the samples were schools under provincial administrative organization in the lower northeastern part in the 2021 academic year, which consisted of 103 schools and 206 respondents. The research tool used was a questionnaire with a Likert scale of approximately 5 levels, measuring the level of effectiveness. It had a reliability value of 0.944. Causal factors had a reliability value of 0.980. The data were analyzed by means of the standard deviation, Pearson product moment correlation coefficient, and structural model analysis done by LISREL. (2) to build the development guidelines for causal factors affecting school effectiveness under provincial administrative organization in the lower northeastern part and assess the appropriateness of the development approach with seven experts.

The results were presented as follows: 1) The school effectiveness level found that the overall level was high. If considering each one as desirable characteristic, the satisfaction of teachers and personnel was the highest level, followed by the ability to change and develop and learning achievement. 2) The causal factors level affecting school effectiveness found that the overall level was at a high level. When all factors were considered, the highest level of leadership emerged. The following were six factors at a high level: personnel development, participatory management, school climate, teaching behavior, professional learning community, and organizational commitment. 3) The linear structural model of casual factors affecting school effectiveness was found to correspond with the empirical data. The variables in the model could explain 36 percent of the variance in school effectiveness. The most important factor affecting school effectiveness was participatory management, followed by professional learning communities, organizational commitment, and teaching behavior. 4) The development guidelines for causal factors affecting school effectiveness were found to be at the most appropriate level. To be concise, each way found that the professional learning community gets the highest level of participation, commitment to the organization, and teaching behavior. Every guideline consisted of a main point, objectives, methods, indicators, and stakeholder groups.