The Role of School Principals to Promote or Improve the Educational Status of School Teachers Under the Supervision of the Department of Basic Education Commission of Yala Elementary School District 1

Abstract

         This research aims to 1) study the role of administrators in promoting and supporting the attainment or advancement of academic qualifications of teachers in schools under the Yala Primary Educational Service Area Office 1; 2) compare the roles of administrators in promoting and supporting the attainment or advancement of academic qualifications of teachers in schools, classified by the variables of gender, administrative experience, school size, and academic qualification level; and 3) study the guidelines for promoting and supporting the attainment or advancement of academic qualifications of teachers in schools under the Yala Primary Educational Service Area Office 1. The sample group consisted of 288 person. The research instrument was a questionnaire. The statistical methods used for data analysis included frequency distribution, percentage, mean, standard deviation, t-test, and F-test. Differences between groups were analyzed using Normality Probability Plot and parametric statistics. Qualitative research involved collecting data from 8 key informants using semi-structured interviews. The statistical method used was content analysis.

          The research findings were as follows 1) The overall role of school administrators in promoting and supporting teachers’ academic advancement was at a high level. 2) When comparing the roles based on variables, there were no significant differences in gender and school size. However, statistically significant differences were found in administrative experience p < .001 and academic rank (p < .05) 3) The approaches employed by administrators included promoting continuous self-development, providing training, etc. These approaches are aligned with theories such as lifelong learning, etc.