Mckinsey’s 7S School Administration as Perceived by Teachers under The Secondary Educational Service Area Office, Suratthani Chumphon
Keywords:
Participation, Administration, Mckinsey’s 7SAbstract
This research aimed to 1) investigate teachers’ perceptions of school administration based on Mckinsey’s 7S, 2) compare Mckinsey’s 7S-based perceptions of the teachers in relevance to gender, age, educational level, school size, work experience, and academic standing, and 3) identify problems and suggestions concerning school administration based on Mckinsey’s 7S. A sample of 331 from the population was obtained by using Krejcie and Morgan’s table, stratified random sampling based on school size, and accidental sampling. The questionnaire whose content validity was validated by 5 experts. Its IOC ranged between .60 to 1.00 and its reliability coefficient .98.
The results showed that 1) the overall teachers’ perceptions of school administration based on Mckinsey’s 7S were found at good levels. 2) Teachers with different genders and school sizes had a statistically significant difference in their overall perceptions of school administration at .05 and .01 levels respectively. Teachers with different ages, educational levels, work experiences, and academic standings had no differences in their Mckinsey’s 7S-based perceptions of school administration. 3) Due to the lack of leadership skills, school administrators assign too many extra tasks other than teaching duties. Some of them lack technological skills which results in unimproved use of internet in all school areas. Therefore, school administrators should develop their leadership skills as well as their technology proficiency, school internet service should be made accessible to all teachers, and sophisticated technology should be applied to educational management in order for education to achieve success.
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