Administrative Factors Affecting School Effectiveness under the Office Nong Bua Lamphu Primary Education Service Area 2

Abstract

               This research article aims to Study the purposes of this research were to: (1) examine the administrative factors of school administrators; (2) investigate the level of school effectiveness; (3) study the relationships between administrative factors and school effectiveness; and (4) identify the administrative factors affecting school effectiveness. The sample consisted of 285 participants, including school administrators and teachers, determined using the Krejcie & Morgan table and proportional stratified random sampling. The research instrument was a questionnaire divided into two parts: Part 1 measured administrative factors with a reliability coefficient of 0.95 and an IOC value of 1.00; Part 2 measured school effectiveness with a reliability coefficient of 0.97 and an IOC value of 1.00. Data were analyzed using frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and multiple regression analysis (Enter and Stepwise methods).

            The research results were found as follows: (1) Administrative factors were rated at the highest level. The management system had the highest average score, followed by leadership (both at the highest level), while management budget had the lowest average score (at a high level). (2) School effectiveness was also at the highest level. The highest-scoring aspect was the ability to adapt and develop the school, followed by problem-solving ability (both at the highest level). The ability to develop positive attitudes received the lowest average score but remained at a high level. (3) All administrative factors showed a statistically significant positive correlation with school effectiveness at the .01 level, with the management system showing the highest correlation, followed by personnel development and organizational culture. (4) Four factors management system (X₆), personnel development (X₃), leadership (X₁), and organizational climate and culture (X₄) collectively predicted school effectiveness with statistical significance at the .01 level. These variables jointly explained 84.60 percent of the variance in school effectiveness (R² = .846; Adjusted R² = .843), and the regression model was statistically significant (F = 381.10, p < .01).