A Model of Teacher Empowerment for School Administrators under Nong Bua Lam Phu Primary Educational Service Area Office 2

Abstract

          The objectives of this research were 1) to study the current conditions, desirable conditions, and priority need index for teacher empowerment of administrators under Nong Bua Lam Phu Primary Educational Service Area Office 2, 2) to determine the teacher empowerment model of administrators, and 3) to assess the teacher empowerment model of administrators. The research was divided into 3 phases; Phase 1 involved studying the current conditions, desirable conditions and priority need index for teacher empowerment of administrators under Nong Bua Lam Phu Primary Educational Service Area Office 2. The sample groups were 274 people, including 28 school administrators and 246 teachers. The sample size was determined by the Krejcie & Morgan table and drawn using stratified random sampling. The collection of data was done using a questionnaire. Phase 2 determined the teacher empowerment model for administrators by dividing them into three stages as follows: Stage 1 was the multi-case study using the semi-structured interview for three target administrators; Stage 2 drafted the teacher empowerment model for administrators; Stage 3 had a focus group discussion with nine target experts using a focus group discussion form. Phase 3 had five experts assess the teacher empowerment model of administrators using an evaluation form. The statistics used to analyze the data for the quantitative method were frequency, percentage, mean, standard deviation, and modified priority need index. Data analysis for the qualitative method was done through descriptive-analytical methods. The results found that: 1) The overall current conditions were at a high level, the overall desirable conditions was at a the highest level. The top modified priority needs index (PNI_modified) is work motivation. 2) The teacher empowerment model of the administrators under Nong Bua Lam Phu Primary Educational Service Area Office 2 comprised seven components including (1) the name of the model, (2) the principle of the model, (3) the purpose of the model,
(4) the roadmap and mechanism of the model, (5) the process of the model, which had five aspects: (a) work motivation, (b) teamwork, (c) participative decision-making, (d) career progression; and (e) authorization consisting of fifteen operation methods and forty-eight activities or practice methods, (6) assessment models, and (7) success conditions. and 3) The overall result of criterion-referenced evaluation of the teacher empowerment model of the administrators was at the highest level. Considering individual aspects, the order from the highest to the lowest was utility, propriety, and feasibility.