The Relationship between School Administrators’ Behaviors and Teachers’ Performance in Vocational Institutions under the Songkhla Provincial Vocational Education Office
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Abstract
This research aimed to: 1) examine the behavior of school administrators, 2) investigate the performance of teachers, and 3) analyze the relationship between school administrators’ behaviors and teachers’ performance in vocational colleges under the Songkhla Provincial Vocational Education Office. The sample consisted of 260 teachers from vocational colleges in the 2025 academic year. The sample size was determined using Taro Yamane’s formula. Stratified random sampling based on school size was employed, followed by simple random sampling using a lottery method. The research instrument comprised three parts: Part 1 included general information about the respondents (5 items); Part 2 was a five-point Likert scale questionnaire on school administrators’ behaviors (39 items), covering five dimensions: motivation, leadership, decision-making, communication, and achievement orientation; and Part 3 was a five-point Likert scale questionnaire on teachers’ performance (36 items), covering three dimensions: teaching responsibilities, instructional management, and relationships with parents and the community. The statistical methods used to analyze the data included frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient.
The research findings revealed that: 1) school administrators’ behaviors under the Songkhla Provincial Vocational Education Office were at a high level overall and across all dimensions; 2) teachers’ performance under the Songkhla Provincial Vocational Education Office was at a high level overall and across all dimensions; and 3) there was a strong positive correlation between school administrators’ behaviors and teachers’ performance under the Songkhla Provincial Vocational Education Office, r = .832, p < .01.
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