Administrative Factors Affecting the Professional Learning Community of Schools under the Secondary Educational Service Area Office Khon Kaen

Abstract

The objectives of this research were to study (1) the level of administrative factors in terms of leadership of school administrators factor, school structure factor, professional learning and development factor, and organizational climate factor related to the professional learning community of schools; (2) the level of the state of professional learning community of schools; (3) the relationship between administrative factors and professional learning community of the schools; and (4) the administrative factors affecting the professional learning community of schools under the Secondary Educational Service Area Office Khon Kaen. This research was quantitative method. The research sample consisted of 356 teachers in schools under the Secondary Educational Service Area Office Khon Kaen during the 2020 academic year were determined by comparing the table of Krejcie & Morgan [1] and multi-stage random sampling determination. The employed research tool was a questionnaire with the IOC value of 1.00 and the reliability coefficients of .97. Statistics employed for data analysis were mean, standard deviation, Pearson’s product-moment correlation coefficient, and stepwise multiple regression analysis. The research findings revealed that (1) the overall administrative factors related to the professional learning community of schools were rated at the high level; (2) the overall state of professional learning community of schools were rated at the high level; (3) the administrative factors had a high level positive relationship with the professional learning community of schools at the significant level of .01; so the hypothesis was accepted, and (4) the administrative factors in terms of leadership of school administrators factor, school structure factor, professional learning and development factor, and organizational climate factor significantly affecting the professional learning community of schools at the significant level of .01; so the hypothesis was accepted.