Administrative Guidelines Development for Teacher Promoting in Classroom Research in Mueang Yang and Lam Thamenchai under Nakhon Ratchasima Primary Educational Service Area Office 7

Abstract

This research aimed to study: (1) the current conditions, desired conditions, and needs for administrative practices that promote classroom research among teachers in Mueang Yang and Lam Thamenchai Districts under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 7, and (2) the development guidelines for such administrative practices. The study employed a mixed-methods research design. The sample consisted of 210 school administrators and teachers, selected using stratified random sampling and simple random sampling based on the Krejcie and Morgan table. Research instruments included a five-point Likert scale questionnaire with content validity assessed through the Item-Objective Congruence (IOC) method (IOC values ranging from 0.60 to 1.00), discrimination indices ranging of 0.75, and a reliability coefficient of 0.96. Additional tools included semi-structured interviews and evaluation forms for assessing appropriateness and feasibility. Data were analyzed using percentage, mean, standard deviation, Modified Priority Needs Index (PNIModified), and content analysis. The results of the research were as follows: The current conditions of administrative practices promoting classroom research among teachers were rated at a high level overall. When analyzed by dimension, one aspect was rated at a moderate level, while the other five were at a high level. The highest mean was in policy formulation and planning, and the lowest was in teacher recognition. The desired conditions were rated at the highest level overall, with two aspects rated at a high level and four at the highest level. The highest mean was in policy formulation and planning, and the lowest was in teacher recognition. The priority needs, ranked from highest to lowest, were as follows: providing teachers with knowledge about classroom research (PNIModified = 0.190), policy formulation and planning (PNIModified = 0.184), budgetary support (PNIModified = 0.183), professional advancement support (PNIModified = 0.179), teacher recognition (PNIModified = 0.178), and creating a supportive environment for classroom research (PNIModified = 0.168). The development guidelines for administrative practices promoting classroom research among teachers comprised six key areas: (1) policy formulation and planning (3 guidelines), (2) creating a supportive environment (3 guidelines), (3) providing teachers with research knowledge (3 guidelines), (4) budgetary support (3 guidelines), (5) promoting professional advancement (3 guidelines), and (6) teacher recognition (3 guidelines), totaling 18 guidelines. These guidelines were rated at the highest level of appropriateness (mean = 4.94) and feasibility (mean = 4.76).