การบริหารสถานศึกษาตามหลักปรัชญาของเศรษฐกิจพอเพียงในสถานศึกษาขั้นพื้นฐาน จังหวัดประจวบคีรีขันธ์ (The School Administration According to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri Khan Province)
Keywords:
School administration, Sufficiency economy philosophyAbstract
The objectives of this research were 1) to study the teachers' opinions toward The School Administration according to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri khan Province and 2) to compare the teachers' opinions toward The School Administration according to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri khan Province classified by school size and work experience. The sampling was 254 teachers in schools under the Prachuap Khiri Khan Secondary Educational Service Area Office. The sample size was determined by the sample size of Taro Yamane at the 95% confidence level. The research instrument was a 40-item questionnaire assessed by Likert's method. The statistics used for analyzing the data were frequency, percentage, mean, standard deviation, t-test and analysis of one-way ANOVA. When a statistically significant difference was found at at the level of 0.05, the Fisher's Least Significant Difference (LSD) method was conducted. Findings showed as the follows : 1) Teachers' opinions toward school administration according to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri khan Province overall and in each aspect were at a high level. 2) Teachers who differed in school size exhibited no overall differences and in each of their opinions toward school administration according to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri khan Province. Teachers who differed in work experience exhibited no overall differences in their opinions toward school administration according to Sufficiency Economy Philosophy in Basic Education under Prachuap Khiri khan Province, but there were differences at a statistically significant level of 0.05 in the aspects of the activities of student development and the personnel development of educational institutes. Therefore, the differences of the pairwise means were compared according to the Fisher's Least Significant Difference (LSD) method. It was found that in the aspect of student development activities, teachers with less than 10 year work experience had higher average level of opinions than teachers with 10-15 year work experience and teachers with more than 15 year work experience. In the aspect of the personnel development of educational institutes, teachers with less than 10 year work experience had higher average level of opinions than teachers with more than 15 year work experience. There were no differences in the other couples.
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