Participation in Academic Administration of Teachers in Basic Education Schools under Chachoengsao Primary Educational Service Area Office 2

Abstract

The aims of this research are twofold: first, to examine the involvement of teachers in academic administration within the Chachoengsao Primary Educational Service Area Office 2; and second, to analyze the differences in teachers' participation in academic administration within the same office, taking into account their educational qualifications, work experience, and the size of their schools. The sample group comprised 310 educators from institutions governed by the Chachoengsao Primary Educational Service Area Office 2, chosen through Krejci and Morgan's sample size tables and employing a stratified random sampling technique. The research instrument employed was a questionnaire featuring a 5-level rating scale, characterized by an item objective congruence index of 1 for each item, alongside an overall reliability coefficient of 0.97. The analysis of data employed statistical software to calculate percentages, averages, and standard deviations, as well as to assess participation levels through the application of t-tests and F-tests (one-way ANOVA). 

The findings of the study revealed that 1) the involvement of educators in the governance of foundational educational institutions. The overall participation rate is notably elevated within the jurisdiction of the Chachoengsao Primary Educational Service Area Office, Area 2. 2) Results of the comparative analysis regarding the involvement of educators in the administration of foundational educational institutions. Within the jurisdiction of the Chachoengsao Primary Educational Service Area Office, Area 2, an observation was made regarding (1) educators possessing varying levels of educational qualifications. Engage in the governance of academic affairs. The comprehensive analysis reveals a markedly distinct scenario at the .05 level. Educators possessing diverse backgrounds in their professional endeavors. The general overview remains unchanged. Educators are employed in institutions of varying scales. The overall findings exhibited a statistically significant difference at the .05 level.