European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.293198
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY
EVALUATION MODEL (SAQEM) UNDER THE OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
Nanpaphat Banticharoenchod1i,
Piyatida Panya2,
Arun Suikraduang3
1,2,3
Research and Evaluation Program, Faculty of Education
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand, 44000
Abstract:
This paper is reported to develop of the school administrator quality evaluation model
(SAQEM) under the Office of Basic Education Commission for assessing the quality of
the school educators who are the school directors with the SAQEM model through the
texts, documents, reports, research articles, professional expert interviews, and
surveying the school administrators for confirming the suitability and feasibility with
using the MACR: Multiple-Attribute Consensus Reaching technique for debate meeting
to trial in schools for evaluating the SAQEM model was administered. The findings of
this research study have found that: the format of the SAQEM model consisted of four
stages, such as; planning the preparing evaluation, proceeding evaluation, evaluating
result reported summary, and reflection of the evaluating results stages that composed
of four components and 55 indicators. The SAQEM included of the principals and
rationales, the evaluating targets, and the using guidelines to application were
suitability and possibility were evidence of high level, adeptly. The external evaluation
for school administrators whose past for the third evaluation of their qualities indicated
that of excellence level was evaluated. In the other hand, the school administrators
whose non past in the third evaluation revealed that of the specialized quality were
compared, respectively. The SAQEA model was validated and discriminated to fidelity
classification of the qualities of the school administrators who were evaluated in their
schools at the third external evaluation and external evaluation through three rounds
differentiated, clearly. The evaluating results of the SAQEM model that it was also
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
367
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
useful of the appropriability to the possibility toward the accuracy evidence of the
excellence level, interestingly.
Keywords: development, school administrator, quality, evaluation, model, multipleattribute consensus reaching technique
1. Introduction
Generally, administrators, unlike teachers, work a twelve-month year and are fairly
busy most of that time. Whether running a small, private day-care center or an
overcrowded public high school, an administrator’s tasks are many and various,
ranging from curriculum development to student discipline. The most familiar school
administrator is the principal. Assisting the principal are vice-principals, whose duties
tend to be more specialized and who have more responsibility for the day-to-day
operation of the school. In a central administration office, other specialists work with
some or all the schools in a given district, overseeing particular programs, such as the
evaluation of student academic achievement. Any one of these administrators may be
responsible for infrastructure maintenance, the hiring and training of teachers, and
student affairs (The Princeton Review, 2016).
A school administrator can hold a couple of different positions within a school. A
school administrator is a term used to describe leaders in a school, such as a principal,
vice principal or other school leaders in an official capacity. A school administrator is a
leader, one who can delegate as needed, but keeps things organized and calm in the
case of emergency. The administrator needs to be a boss, disciplinarian, organizer, and
leader. A school administrator needs to be a leader, organized, and committed to the
job. A school administrator may be responsible for setting a curriculum, organizing
professional development, creating master schedules, observing and mentoring staff, as
well as completing office or clerical tasks as needed. In addition to the tests needed to
earn a administering certificate, the educational council also require the passing of an
administration was passing evaluated assessment at the level in which you hope to
lead. Normally, in Thailand, school administer will honor the educational leadership:
administration and supervision was passing evaluated assessment. However, some
whom may have their own required was passing evaluated assessment (University of
Southern California, 2016).
A School administers who a leadership is influencing the individual in terms of
providing guidance in the implementation. Since the information on conflict resolution,
motivation of colleagues and co-workers developed. Mutual respect is always
important to coordinate the activities of the group, so as to prepare them for school
administrators for planning to practice. The mission supports the guidelines and
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
procedures for administrative decentralization and education. In line with the
education reform, the development of school administrators throughout the need to
evaluate the quality of administrations to ensure the well-rounded understanding of the
roles of educational leadership to motivate and propel the quality of work to ensure
implementation of the reform of learning in schools.
Focused on the condition of education in Thailand at the currently, it has found
the most effective evaluation of the external standard. In some schools, and some do not
pass the second round of evaluation. The results of the 10 executive standard executive
leadership and the ability to manage both the results of the evaluation showed that
most of the fair. Suggestions that the four indicators that provide executives with a
moral commitment and dedication to work with initiative and vision, the ability of
academic administration, and academic leadership, management must also create
knowledge are evaluated. A leader is a person who has the personality and the ability
to demonstrate competence and intelligence that can bring to the organization of school
education, standardized and effective (Ministry of Education, 2009) in accordance with
the results of the year 2005, when school administrators found that school
administrators also a lack of understanding of education reform, and their role of their
quality of the basic school level of three thousand basic educational schools throughout
in Thailand (The Office for National Education Standards and Quality Assessment:
ONESQA, 2009) found that schools that do not meet up to 65% of the problem is that
several important factors to the shortage of teachers in both quantity and quality
management processes (Jongsathit and Pinmani, 2000).
The results of problem analysis that was the reasons, education in Thailand must
be reformed by the Commission Administrative Reform Education of the Ministry of
Education. There were two major issues; including the issue of management and
quality of education problem, Cheingkul (2004) the first problem is that the
administration showed a lack of unified management, and lack of an effective system of
quality assurance. The second problem related issue is the quality of education that the
achievement of students. The basic education is low and there is no difference between
large schools with smaller schools, significantly. The new school administrators who
used to part from a teacher, his deputy in the first full year after the last job as director
of the rules and procedures for the selection of teachers and education personnel were
not experienced. The recruitment and appointment to the position of school director are
not provided. It may lack the skills and experience in management. The problems of
education mentioned as above shows why a key part of school administrators are
solving-problem in their schools, none successfully in particularly, the quality of
management educational administrations. Because administrators liken driven
education in the new era, that it is deemphasized on education reform and the
transformation of technology and knowledge were poorly. Living room quality
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
369
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
learning based on the quality management components in the currently that it is
conducting an assessment of school administrators several features such as external
quality assessment of the professional experts to evaluate the administrators that
included of the evaluating performance of The Office of Teacher Civic Service and
Educational Personnel Commission (OTEPC). The rate for a slider and accreditation of
teachers, and the evaluating the performance of civil servants salary promotion of the
Basic Education Commission were not standardized evaluation. However, the
assessment mentioned as above are also not covered elements quality indicators
administrators complete. Therefore, in this study, the aims of this research study were
to develop the school administrator quality evaluation model (SAQEM) under the
Office of Basic Education Commission for assessing the quality of school administrators
to create new guidelines to assess the quality of school administrators to cover elements
and indicators to use more widely. It is also of significant importance to the success and
progress of the sustainable school. This will result in effective school administrators
who should have the effectiveness and enhance the management of the school
administrators’ quality in the future.
2. Methodology
Guided by a synthesis of human resource theory as well as school administrators’
effectiveness and school improvement research and policy, this study aimed to better
understand school administrators’ responses to an externally imposed of their quality
measurement with the evaluation model and the extent that this measure influenced the
school administrators’ leadership work in school improvement of their quality to their
evaluation are provided.
2.1 Research Aims
1. To investigate and analyze the composition of indicators to assess the quality of
the school administrator quality evaluation model (SAQEM) under the Office of
Basic Education Commission.
2. To establish and develop a SAQEM model for assessing the quality of the school
administrator quality evaluation model (SAQEM) under the Office of Basic
Education Commission.
3. To determine the effect of trial quality assessment of the school administrator
quality evaluation model (SAQEM) under the Office of Basic Education
Commission.
4. To assess guidelines ways of the school administrator quality evaluation model
(SAQEM) under the Office of Basic Education Commission.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
370
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
2.2 Research Limitations and Data Sources
This research team conducted using the methodology of research and development
(Research and Development: R & D) has determined the scope of the research is
followed as:
2.2.1 Phase 1: Investigations and Analyzes of the SAQEM
To investigate and analyze of the indicators to assess the school administrator quality
evaluation model (SAQEM) under the Office of Basic Education Commission that it is
followed as:
A. Scope of Data Resource
The scopes of data resources consisted of the documents theory and related research,
qualified, divided into three groups: the administration of the Ministry of Education,
management of the Primary Educational Service Area Offices and educational
administrators whereas the Award-Winning Royal Academy.
B. Content Limitation
The contents consisted of the theoretical concepts and content of the documents and
related research that according to the framing ideas on how to assess the quality of
school administrators.
C. Variable Limitation
The research variables included of the perceptions of the professional education experts
and school administrators on ways to assess the indicators of the quality of school
administrators.
2.2.2 Phases 2: To Create and Develop the SAQEM Model for Assessing the Quality
of School Administrators
A. Scope of Data Resource
Using the data was qualified at the meeting, discussions with Multi-Attribute
Consensus Reaching (MACR) technique divided into three groups that composted of 3
professional evaluating experts, 3 professional administrations and school administers,
and 3 profession experts who were the instructors on the educational administration in
the higher education level, its total of 9 experts were selected.
B. Content Limitation
The components of the SAQEM model to assess the quality of school administers
consisted of five parts, such as; the principle and rational, evaluating target, evaluating
goals, evaluation criteria, the adoption of the guidelines to determine the
appropriateness and feasibility of the quality of the school administrators to trial in a
real situation, continually.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
371
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
C. Variable Limitation
The responses of professional experts’ perceptions on the form of the quality of school
administers under the OBEC was evaluated to their suitability and feasibility indicators,
confirmatively.
2.2.3 Phase 3: To Examine the Results of the SAQEM under the OBEC
A. Scope of Data Resource
The volunteer sampling amounted into two groups: the first group; the recipient of six
evaluators that composed of three school administers from six schools whose they were
divided in two schooling subgroups whereas the assessing past and non-past at the
third round were evaluated, and the 13-broad of evaluators estimated of a Vice Sakon
Nakorn Primary Educational Service Area Office 2, six volunteer school administrators,
and six volunteer teachers.
B. Content Limitation
Investigating accuracy with the discriminate validity) of the SAQEM model to evaluate
the quality of school administrators under the OBEC.
C. Variable Limitation
The independent variables included of the quality of the school administrators. The
dependent variables included of the mean average of school administrators’
perceptions of their responses including the assessment of their qualities were assessed.
2.2.4 Phase 4: Evaluating Results the SAQEM Model under the OBEC
A. Scope of Data Resource
The volunteer sampling amounted into two groups: the first group; the recipient of six
evaluators that composed of three school administers from six schools whose they were
divided in two schooling subgroups whereas the assessing past and non-past at the
third round were evaluated, and the 13-broad of evaluators estimated of a Vice Sakon
Nakorn Primary Educational Service Area Office 2, six volunteer school administrators,
and six volunteer teachers.
B. Content Limitation
The type of the evaluating model obtained of helpfulness, appropriability, possibility,
and accuracy of the SAQEM model to evaluate the quality of school administrators
under the OBEC that what were indicated that of this model was evidently level.
C. Variable Limitation
To evaluate the quality of school administrators with the scopes of their helpfulness,
appropriability, possibility, and accuracy of the SAQEM model to evaluate the quality
of school administrators under the OBEC that what were indicated that of the level
model.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
372
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
2.3 Research Procedures
This research study carried out using the process, methodology with the Research and
Development (R & D), which conducted the research methods are detailed below.
2.3.1 Phase 1: Investigations and Analyzes of the SAQEM
Administering this action research to get the components, the indicators, evaluating
school administrator qualities was managed. The draft would be formed to evaluate the
quality of school administrators. The researcher team was investigated theory papers
and related research, interviews with experts, and surveying administrators about the
quality of school administrators. The SAQEM model involved of the administrators
components and indicators to assess the quality of them.
A. Research Instruments
Research instruments of this phase consisted of the Structured Interviews into two
aspects: Open-ended Questionnaire and Closed-Ended Questions.
B. Data Collection
School administrations’ responses with the recording document analysis, the experts
were interviewed, with experts, and the perceptions of the school administers whereas
the Award-Winning Royal Academy in academic year 2012-2013.
C. Data Analysis
Using the content analysis technique was presented the results of analyzing descriptive
data.
2.3.2 Phases 2: To Create and Develop the SAQEM Model for Assessing the Quality
of School Administrators
Using the data was qualified at the meeting, discussions with Multi-Attribute
Consensus Reaching (MACR) technique divided into three groups that composted of 3
professional evaluating experts, 3 professional administrations and school administers,
and 3 profession experts who were the instructors on the educational administration in
the higher education level, its total of 9 experts were selected.
A. Research Instruments
Using the Proper Assessment and the Feasibility Evaluation to be guided the guide school
administrators with at the meeting, discussions with the Multi-Attribute Consensus
Reaching (MACR) technique to find consensus was administered.
B. Research Collection Data
A recording tape was recorded of the conference discussions and the recording
documents with the MACR were used for assessing the suitability and feasibility of a
guide to evaluate the quality of the school administrators was used.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
373
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
C. Data Analysis
Statistically significant of this data analysis consisted of the content analysis, medium,
and inter-quartile range were analyzed.
2.3.3. Phase 3: To Examine the Results of the SAQEM under the OBEC
Trial operation of the SAQEM model to evaluate the quality of school administrators
under the OBEC was designed on 14-16 March 2016 to examine the validity
classification (Discriminate Validity) the quality of school administrators when applied
in real life situations.
A. Research Instrument
Using the Quality Assessment Questionnaire (QAQ) to evaluate the school administrators
under the OBEC was administered.
B. Data Collection
The Quality Assessment Questionnaire (QAQ) to evaluate the school administrators under
the OBEC was administered with the five rating scale.
C. Data Analysis
The averages mean score of the analysis results to evaluate the school administrators
under the OBEC. The experimental SAQEM model used to trial the quality of school
administrators was evaluated.
2.3.4 Phase 4: Evaluating Results the SAQEM Model under the OBEC
To take the SAQEM model was evaluated that it was developed, completely to
administer the quality of school administers under the OBEC to try to truth. The
research team was conducted to SAQEM model toward their quality that considering
the evaluation model. It was also suggestions that the helpfulness, appropriability,
possibility, and accuracy were indicated that by the board of evaluators who were
involved in a trial scheme to evaluate the quality of school administers, then the results
were analyzed further.
A. Research Instrument
Using the Quality Assessment Questionnaire (QAQ) to evaluate the school administrators
under the OBEC was administered with the five rating scale that the (QAQ) was used.
B. Data Analysis
Using the QAQ was used to be carried out by taking the mean average and standard
deviation to analyze the QAQ, responsibly.
3 Results
The format the quality of school administrators under the OBEC consists of four stages:
planning the assessment, the assessment, the reported for evaluating summary, and
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Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
reflection, which with four elements and 55 indicators to assess the quality of the school
administrators were including in four administering attainments to their 23 indicators
of their emotional intelligence consists of 15 indicators, with the 11-leadership
indicators, and moral, ethics, and morality aspects consists of six indicators.
The evaluation model to develop the school administrators’ qualities for
evaluating the school administrator quality evaluation model (SAQEM) under the
Office of Basic Education Commission (OBEC) was administered that it consisted the
component rationale, the goal of the assessment, the evaluation focused evaluation
criteria was an absolute criteria according to be fixing a percentage to evidence of the
guide contains descriptions and application quality. The assessors who evaluated of the
research instruments used to evaluate with the collected data to analysis, data analysis,
the evaluation summary report were helpfulness, appropriability, possibility, and
accuracy indicated that the excellence level, evidently.
Focused on the results of the evaluation model that school administrators
"through" external evaluation of the third surrounding evaluation that it has indicated
that consisted of three quality levels with a higher level of the school administrators’
qualities were evaluated. The school administrators "through" external evaluation
round three qualities in specialized that can distinguish the quality of the school
administrators of the external evaluation the third round and did not pass of their
evaluation to the third external evaluation clearly.
In terms of the developing the school administrator quality evaluation model
(SAQEM) under the Office of Basic Education Commission, this results revealed the
evaluation model to assess the quality of school administrators under the OBEC
responded of their helpfulness, appropriability, possibility, and accuracy qualities at the
excellence level, responsibility.
4. Conclusions
The analysis of the developing the school administrator quality evaluation model
(SAQEM) for assessing the school administrators under the Office of Basic Education
Commission (OBEC) was indicated that this research procedure of the concepts from
documents and related research on the theory of financial management. The concepts of
school administrators were administered of the background of their leadership
characteristics to their performance standards and professional ethics. The evaluation
model was developed individual component indicators and qualitative evaluation
criteria, according to as well as interviews with professional experts who responded of
their perceptions and revealing results showed that the quality factors in evaluating the
quality of their administrations consist of four components and 55 indicators classified
as a component of knowledge management toward four implementations qualities that
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
375
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
contain of 23 indicator components. Focused on the emotional intelligence of 15
indicators to their leadership component indicates of the 11 indicators toward their
moral and ethics of six indicators.
The creating and developing the evaluation model for assessing the school
administrator quality under the Office of Basic Education Commission consists of four
stages: planning the assessment, the assessment, the reporting evaluation summary,
and the reflection and evaluation components includes of the principles and the quality
of the assessment was to evaluate the individual developing the abilities to perform the
duties of school administrators. The target of evaluation model was used to assess the
knowledge, skills and attributes that can be developed as a backward of the school
administrators. The relating aims contain of each component of four components and 55
quality indicators as their components of their administering knowledge management
of 23 indicators, their EQ consists of 15 indicators, the indicates of 11 components of
their leadership 11 indicator elements, the moral and ethical has six indicators. The
evaluation criteria for assessing the quality of school administrators were defined a set
of evaluation criteria and thresholds. The adopting guidelines contains of the
description and quality of the assessors. The research instruments were used to evaluate
the components, such as; description and quality level, assessing source, assessing
instrument, data collecting method, data analysis, and conclusion and assessing
reported result.
The results of the evaluation model were used to assess the quality of school
administrators under the OBEC have found that the guidelines of the evaluating quality
of the school administrators indicated that the fidelity consider, the quality of the school
administrators at the school "through" external evaluation in the third round with an
average mean score of highest level, and revealed it as higher than the school
administrators whose results as non-past with an external evaluation of the third round
all on the third evaluation, such as; The four scales of their knowledge management of a
well-rounded education for four components of emotional intelligence and leadership
components.
The results of the evaluation model and manual model quality management of
the school administrators under the OBEC were developed. The respondents assessed
the valuation model was formed to evaluate the quality of the school administrators
were also helpfulness, appropriability, possibility, and accuracy indicated that the
excellence level, evidently.
5. Discussions
To investigate and analysis of the indicators to assess the quality of school
administrators under the OBEC, the results of this research study were to assess the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
376
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
quality of school administrators under the OBEC evaluated of 55 indicators in four
components. The components and indicators in order to assess the quality of the
management institution are important to be able to indicate the amount of the quality of
the evaluation’s aims that it’s quite precise, according to (Jongsathit and Pinmani,
;
Buason, 1997; Dolprasit, 2006; and Nevo, 1983) has been reported on the good indicator
was to indicate or reflect something quite precise and concrete. The researcher team was
conducted the selecting components and indicators at the best performance to be
carried out using various methods, including assembly. The education theory related
documents, interviews and qualified, the surveying administrators who respondents
about the quality of school administrators indicated that of the highest level. In order to
consider the components and indicators, which appropriate and possible, and the need
to assess the quality of school administrators were assessed. The components and
indicators that have been considered by the selection of the process through in the third
of the research were conducted for selecting evaluation with the components and
indicators, carefully. The interviews of experts’ perceptions to ask to their administering
management, the school was awarded the royal nationwide in order to verify the
suitability and feasibility, and the need of the components and indicators in evaluating
the quality of the school administrators under the OBEC are provided.
In terms of the development of quality school administrators, the development of
a valuation model to assess the quality of school administrators under the OBEC that
according to the research phase were assessed the quality management process consists
of four stages: planning, preparation, assessment, and the evaluation summary
reporting evaluation and reflection by the researchers who conducted an investigation
to analyze and synthesize documents and related research. Using the queries interviews
with the professional experts and luminaries to expertise in the field of educational
administration and school administrators were used. Respondent comments from
school administrators that were formed to evaluate the quality of school administrators
under the OBEC were indicated that the components include the principles of
assessment and evaluation with the goal of the assessment and evaluation focused on
the basis of assessment and the adoption. Ingredients of the components are critical to
the quality assessment scheme administrators for the quality of school administrators
with clearly and comprehensive management. This model evaluates the characteristics
of school administrators to their information and thus to evaluate the features and
performance that reflects the quality of the individual corresponding to the role and
functions. The position is to judge the value of such a person who should have the
consistent with the concept (Buason, 1997) that said individual assessment on the
process those organizations to use a personal checking who has the potential and ability
to sacrifice individual dedicated to the organization (Cheingkul, 2006; Nevo, 1983).
Personnel evaluation would be especially useful for administrators to decide to use
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
them. Assignment and evaluation that match of their knowledge, including the ability
to oversee and develop the personnel to be able to perform better than the reward to the
person who has the great incentive to worker satisfaction and commitment to their
works were developed. The evaluation has seen and knows that in order to improve the
quality and ability to bring the rate to be used to develop and improve themselves and
the educator in the organization more efficiently (Kanjanawasi, 2008; Wongwanit and
Setthapanit, 2001) a series of recommendations that individual assessment should
evaluate the work assigned to such an assessment - teacher. The role of the classroom,
so if it should be evaluated to assess their performance in the classroom that constitutes
a direct role of school administrators who are the most of the educational work of
school administrators to assess and evaluate the management of their schools at a
performance of school administrators are classified.
The results of the trial the evaluation model was used an experimental model’
statuses to evaluate the quality of school administrators are provided. The researchers
evaluated the results of the evaluation with the process that it according to the weight
of the composition. The average mean score was not significantly different between the
averages among school administrators, the school "past" external evaluation in the third
evaluating round into the administrators who have the high quality indicated that on
average mean scoring assessment of the quality of educational primary school that the
school administrators were past at the high quality level. The school administrators
who were evaluated indicated that "pass" assessment of the external evaluation has
three school administrators were compared in the field of knowledge management on
four administering scales, such as; emotional intelligence of their leadership and moral
aspects to their ethics toward their morality scores all their components are in very high
level. In the other hand, school administrators who "do not pass" around the third
external evaluation is to assess the quality of education in the field of their emotional
intelligence and their leadership to their moral aspects and their ethics toward their
morality scores education attainments on four administering scales was good level.
In conclusion, the results of the evaluation of the quality of school administrators
who are considering the quality of the components used to evaluate school
administrators with the evaluation model has found that the component of education
attainments on four administering scales who have the qualities on emotional
intelligence of their leadership and moral aspects to their ethics toward their morality
for the school administrators, the school "pass" external evaluation at the third assessing
of their qualities indicated that at higher than school administrators who "fail"
assessment of external third round in a very good level. But the moral and ethic to
demonstrate the moral quality and ethics was a very great extent in two groups,
comparing differently.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
Focused on the results of the evaluation model to evaluate the quality of the
school administrators under the OBEC to assess their qualities with the
experts’
perceptions of the evaluation committee found respondents opine about the evaluation
model to evaluate the quality of school administrators were developed the evaluation
model to assess the quality of the standards committee developing standards for
evaluating literature (Kanjanawasi, 2008) by a group including four standard benefit.
The proper standard is very high level to all on the standard possibilities and the
accuracy was high level too. The overall on the evaluation was that the four
components, it has found that the evaluating qualities were as the high level and shown
that the evaluation committee has a joint that forms on the quality school
administrators were possibility, appropriate, and accurate were provided as the high
level. It may be the result of this researcher team conducted so that all parties have an
understanding of the principles and details must be clear and consistent understanding
about the evaluation model at this time. An evaluation model for promotion to
encourage and develop the quality of school administrators with the school
environments in the quality of their schools was developed. This is the school climates
of goodwill and assessment to promote the encouragement of the evaluation to school
administrators and teachers in the school. This is consistent with Phusi-On (2004)
reported that the evaluation model assesses the quality of it. The evaluation focused on
the creation of quality, not just for the all parties have made to relieve concerns and a
great school climate with the evaluation. There was a friendly school administering
environments in the high quality of school administrators. As to the direction that
contributes to the development and quality is important of the evaluation model to all
parties involved in the co-judicially reviewed and indicated that the comments and
feedback for evaluating the quality of school administrators under the Office of the
Basic Education Commission are developed, increasingly.
6 Suggestions
1. School administrators should have knowledge components and indicators that
evaluation of the quality to their management on schooling administrations,
carefully to guide the development of education and develop into the
professional school administrators and affect according to the educational reform
in the 21st century truly.
2. School administrator should be received the Award of Excellence in the
magazine category of the National Council Association’s
. This issue
of School Administrator mostly focused on the role of courage in school system
leadership by sharing self-reflections by 10 superintendents, the Award of
Excellence is considered the composition and quality indicators of education
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
379
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
quality are four elements to the property to be used for the selection of those to
be appointed as administrators.
Acknowledgement
We would like to thank the all library media specialists for their participation in the
survey who supported my work in this way and helped us get results of better quality.
We are also grateful to the members of our committee for their patience and support in
overcoming numerous obstacles we have been facing through my research
We would like to thank our fellow doctoral students for their feedback,
cooperation and of course friendship. In addition, we would like to express our
gratitude to the staff for the last minute favors.
Nevertheless, we are also grateful to the Prof. Dr. Piyatida Panya, and Prof. Dr.
Arun Suikraduang, the assistant professors for sharing his dissertation woes, and a
glimmer of hope for post-dissertation normalcy.
We would like to thank our friends for accepting nothing less than excellence
from us. Last but not the least, we would like to thank my family: my parents and to my
brothers and sister for supporting me spiritually throughout writing this thesis and our
life in general.
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European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
380
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
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European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
381
Nanpaphat Banticharoenchod, Piyatida Panya, Arun Suikraduang
DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM)
UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
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