CAUSAL STRUCTURAL RELATIONSHIP FACTORS AFFECTING EFFECTIVENESS OF BASIC EDUCATION SCHOOLS IN THE LOWER NORTHEAST REGION UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
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Abstract
The purposes of this research were to: (1) study the causal factors affecting effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission, (2) study effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission, and (3) validate the structural model of causal factors affecting effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission. The population for the research was 9,923 teachers. As for the samples, a Krejcie and Morgan table was obtained with the multi-stage sampling method, resulting in 385 teachers. An instrument used for collecting the data was a 5-point rating scale questionnaire. The data were analyzed by the statistics of frequency, percentage, mean, and standard deviation, coefficient of variance, skrewness, kortesis, Pearson’s correlation, and Path Analysis.
The results revealed that: (1) the causal factors affecting the effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission as a whole were executive’s behavior, quality assurance, teacher’s behavior, and innovation development for education, and each aspect was at high level. (2) the effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission included teacher’s satisfaction in career, learning achievement, student responsibility, and critical thinking was at a high level. (3) The structural model of causal factors affecting the effectiveness of Basic Education Schools in the Lower Northeast Region under the Office of Basic Education Commission was teacher’s behavior and quality assurance, which both were positively influencing with the statistical significance at 0.01 level. The factor loadings were 0.46 and 0.44, respectively. It showed that the teacher behavior influenced the effectiveness of Basic Education Schools more than quality assurance. The total effect of executive’s behavior influenced to innovation and technology development for education with the factor loading of 0.72, influencing quality assurance with the factor loading of 0.97, influencing the effectiveness of Basic Education with the factor loading of 0.79, and influencing teacher’s behavior with the factor loading of 0.77. The indirect effect of executive’s behavior indirectly influenced quality assurance with the factor loading of 0.22, indirectly influencing teacher’s behavior with the factor loading of 2.70, and indirectly influencing the effectiveness of Basic Education with the factor loading of 0.79.
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