Learning Processes Reform Teachers in Southern Thailand totally agreed that
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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2014
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less than 5 years and 5-10 years on new teacher reform, educational institutions and learning
reform and educational management reform.
Table 5: Comparison of teachers’ perceptions towards school principals’ job performance on
education reform in the second decade 2009- 2018 classified by school sizes
Aspects of education
reform schemes
Small size 1
Middle size
2 Large
size 3
F Sig. คูที่
ตางกัน M
SD M
SD M
SD
1. Learning processes
reform 3.91 .461 3.87 .497 3.96 .486 1.556 .212 -
2. New teacher
reform 3.94 .346 3.88 .507 .507 .503 1.202 .302 1,3
3. Educational
institutions and learning
resource reform
3.81 .311 3.84 .535 3.90 .539 .797 .451 1,3 2,3
4. Educational
management reform
3.86 .419 3.94 .536 3.99 .528 .890 .412 1,3 2,3
Total 3.88 .341 3.88 .487 3.95 .470 1.083 .340
-
The above data of Table 5 showed thatneither overall or each aspect of education reform scheme
were not statistically significant difference among teachers who worked in different school sizes
towards school principals’ job performance on education in the second decade 2009-2018.
Table 6: Comparison of teachers’ perceptions towards school principals’ job performance on
education reform in the second decade 2009- 2018 classified by provinces
p .05, p.01
According to Table 6, overall, statistically significant difference at the.01 level were found
among teachers’ perceptions from different provinces on job performance of school
administrators toward education reform in the second decade 2009-2018. It revealed that
teachers who were from Yala province showed the lowest opinions toward school administrators’ job
performance on education reform in the second decade, especially on the reform of educational
management.This study also revealed that statistically significant difference at the.05 were
found among teachers’ perceptions from different provinces on job performance of school
administrators toward education reform mainly on educational institutions and learning resource and
new teacher reform. Compared with other teachers from Satun, Songkla, Pattani, and Narathiwat,
those who were from Yala province showed the lowest opinions toward school administrators’ job
performance on the two reform schemes educational institutions and learning resource and
new teacher reform.
Part II: Qualitative Study Teachers in this study suggested interesting and
useful guidelines for school administrators in developing job performance regarding to education
reform. Details of guidelines were basically introduced based on the new four education reform
schemes including 1 learning processes reform, 2 new teacher reform, 3educational institutions and
learning resource reform and4 educational management reform. Teachers reflected that all
new four reform strategies were very critical and needed to be scrutinized by school administrators
as well as related stakeholders as follows.