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    Factors Influencing Academic Affairs Administration Effectiveness of Primary School under the Bangkok Metropolitan Administration

    Songyos Kawmongkon

    .. Assistant Professor Dr. Moldhop Chaiyachit

    Doctor of Education Admimnistration, Department of Educational Administration, Faculty of Education, Kasetsart University Assistant Professor of Education Admimnistration, Department of Educational Administration, Faculty of Education, Kasetsart University

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    1,260 672 84 2,016 84 1,234 631 84

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    Abstract The research aimed to investigate factors influencing academic affairs administration

    effectiveness of primary schools under the Bangkok Metropolitan Administration. Those factors were classified as: student factors, teacher factors, and administrator factors. The other objective was to propose a multilevel model of those factors influencing academic affairs administration of the schools. A sample of 2,016, consisting of 1,260 students, 672 teachers, and 84 administrators, were randomly selected by multi-stage sampling technique, from 84 of the schools. The research instruments were questionnaires and tests constructed by the researcher. The data from usable returns of 1,234 from the students, 631 from the teachers, and 84 from the administrators, were analyzed in terms of percentage, mean, standard deviation, coefficient of variance, and multilevel and regression analyses.

    The findings were as follow. 1) The overall level of academic affairs administration effectiveness

    of the schools was at the high level. 2) For the student factors, learning behaviors positively influenced academic affairs administration effectiveness of the schools at the significant level of 0.01, while attitude toward learning did not. 3) For the teacher factors, educational qualifications, teaching experiences, teacher characteristics, and teaching behaviors did not influence mean score of academic affairs administration effectiveness at the classroom level; however, educational qualification did positively influence regression coefficient of learning behaviors at the significant level of 0.05. 4) For the administrator factors, such administrative behaviors as of leadership, decision making behaviors, and communication behaviors had positive influences on mean score of academic affairs administration effectiveness at the school level at the significant level of 0.01, but administrative experiences and in-service training had no influences. 5) From these findings, a multilevel model of factors influencing academic affairs administration effectiveness was proposed, and a number of recommendations were given for policy formulation, implementation, and future research.

    Keyswords : Factors, Influence, Academic Affair Administration, Effectiveness, Primary School

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    Teddlie and

    Reynold (2000) Hoy and Miskel (2001)

    Steers (1977) Bass (1985)

    Hoy and Miskel (2001)

    Barnard (1972)

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    0.6 1 (Cronbach s alpha) 0.80

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    4 1) 2) 3) 4)

    2. 3 2.1 1) (CV = 9.86) (CV = 19.78)

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    2) 15 56.00 ( 5 9.00 , 5 10 30.00 10 15 17.00 ) (2546) Tamera . (1997) 5 2 0.01 3) (CV = 10.26) (CV = 19.78)

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    4) (CV = 10.20) (CV = 19.78) 2.3 1)

    5 10 23.00 10 15 31.00 15 20 17.00 20 25 10.00 25 20.00 (2536 : 121 - 124) (2536)

    2 5 10 2) 40 35.00 30 40 8.00

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    5 3) 0.01 (2546) (2532) (2533) (2536) (2538) 4) 0 .01 Hoy and Miskel (2001: 436) (2542: 1-7) (analytic hierarchy process) 5) (2546)

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    Saeed (1998) Gibson ( 2000 : 398 421) Hoy & Miskel ( 2001 : 106107 ; citing Mintzberg. n.d.) (2541) (activities interactions elements) Cuthbert (1996 : 104)

    1

    X SD CV

    4.21 4.22 4.01 1.72

    0.68 0.79 0.62 0.70

    16 19 15 41

    3.54 0.70 20

    1 ( X = 3.54 , SD = 0.70) (CV = 19.78)

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    ( X = 4.21, 4.22, 4.01 ) ( X = 1.72) (CV) ( CV = 16.16, 18.72 15.47 ) (CV = 40.70)

    2

    b t P

    ATTI school 0.13 1.07 0.282 BEOS 0.85** 6.61 .000 a 3.54** 1,103.18 .000

    2 (ATTI) 0.13 (t = 1.07) (BEOS) 0.85 (a) 3.54 0 .01(t = 6.61 1,103.18 ) 0.01

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    b t P

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    EXOP .0001 .214 .831 CHOT .0026 .314 .754 BEOT -.0043 -.508 .661 a 3.542 1169.38 .000

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    3 (EDOT) .0013 (EXOT) .0001 (CHOT) .0026 (BEOT) -.0043 3.542 .01

    4

    b t P

    EDOT BEOS/ACAE Slope 0.1526* 1.963 .049 EXOT 0.0169 1.036 .301 CHOT -0.0585 -0.070 .945 BEOT -0.3228 -0.437 .636 a 0.8388** 3.542 .000

    4 (EDOT) 0.152 (EXOT) 0.016 -0.058 -0.322 00.8388 (EDOT) 0.05 (t = 1.96) 0.05

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    5

    b t P

    EXOA School .0003 .129 .898

    TRAI -.0020 -.970 .335 LEAD .3039** 14.572 .000 DECI .3046** 16.736 .000 COMM .2845** 22.420 .000 a 3.5348** 949.242 .000

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    Cuthbert, Rob (1996) Working in Higher Education. SRHE and open University Process, Buckingham. UK. Gibson, James L (2000) Organizations: Behavior Structure Process. Internationaledition, 10th ed. Mc Graw Hill, Inc. U.S.A. Hoy K. Wayne and Miskel, Cecil G (2001) Education Administration: Theory, Research and Practice. 3rd ed. New York: Mc Graw Hill Company Inc. Teddlie, Charles and Reynolds, D. (2000) The international Handbook of School Effectiveness Research. New York: Falmer Press.