LEADERSHIP AND CONTEXTUAL DETERMINANTS OF SECONDARY SCHOOL EFFECTIVENESS: A CAUSAL STRUCTURAL MODEL
DOI:
https://doi.org/10.14456/aamr.2026.19Keywords:
School Effectiveness, Structural Equation Modeling, Educational Leadership, Secondary Education, Causal Relationship ModelAbstract
This study develops a causal structural model to elucidate the interrelated factors driving secondary school effectiveness within the Roi Et Educational Service Area. Addressing the limitations of isolated, linear evaluations, this research employed a mixed-methods approach, predominantly utilizing structural equation modeling (SEM) to examine the complex organizational dynamics of secondary schools. Quantitative data were collected through a structured five-point Likert scale questionnaire administered to a multi-stage random sample of 323 educational administrators and teachers. Confirmatory factor analysis validated the measurement model, which encompassed administrator, teacher, student, and school-context factors across twenty observable indicators. The structural model demonstrated a robust fit to the empirical data (χ²/df = 2.933, CFI = 0.968, RMSEA = 0.077), explaining 89% of the total variance in overall school effectiveness. Crucially, the findings revealed that administrator characteristics had the greatest impact on school outcomes, followed by school organizational systems, teacher attributes, and student factors. These empirical insights significantly underscore the paramount importance of strategic educational leadership and supportive internal environments. The validated model provides a vital, evidence-based framework for policymakers to implement systemic reforms and ensure sustainable quality improvements across diverse secondary education contexts.
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Copyright (c) 2026 Terdkiet YAMSOPHA, Athipong PHETSUD, Pornrat LANGKASUTRA
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