Executive Empowerment Model for Working Efficiency of Teachers Under the Office of the Basic Education Commission in Nakhonchaiburin Area

Abstract

The objectives of this research were: 1) to study the condition of executive empowerment; 2) to construct the executive empowerment model; and 3) to evaluate the feasibility and usefulness of the executive empowerment model for the working efficiency of teachers under the Office of the Basic Education Commission in the Nakhonchaiburin area. The research was conducted in 3 phases: Phase 1:  The researcher studied the condition of executive empowerment. The samples were school directors, deputy school directors, and teachers, for a total of 381. Multi-stage random Sampling. Data were collected using questionnaires. The item consistency index was 0.60-1.0. The reliability value of the questionnaires was 0.897, and quantitative data was analyzed by percentage, mean, and standard deviation. Phase 2: The researcher constructed the executive empowerment model. The target group to approve the model was seven experts. Data were collected by interviewing and using the model suitability assessment form. Qualitative data were analyzed by content analysis. Quantitative data were analyzed by mean and standard deviation. Phase 3: The researcher evaluated the feasibility and usefulness of the executive empowerment model. The targets were 30 school administrators. Data were collected using a feasibility and usefulness assessment of the model. Quantitative data were analyzed by means and standard deviation.

The research results were as follows: 1) The condition of executive empowerment overall was at a high level. When examining individual aspects, they were all at a high level. The item with the highest score was empowerment through honors and respect, followed by empowerment through training and development and empowerment through recognition. The item with the lowest score was empowerment through the assignment of roles and responsibilities and empowerment through setting standards and excellence, respectively. 2) The executive empowerment model consisted of five aspects, namely: (1) concept and principal; (2) objective of the model; (3) content of the model; (4) guidelines for implementation of the model; and (5) conditions for successful implementation of the Model. The evaluation score of the executive empowerment model by experts was at a high level. 3) The feasibility of the executive empowerment model overall was at its highest level. The usefulness of the executive empowerment model overall was at its highest level, too.