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? 21-24 2014 280 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. คูที่ ตางกัน 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.

1. Learning Processes Reform Teachers in Southern Thailand totally agreed that

the first round education reform failed in promoting learning processes reform due to the lack of students’ critical thinking skills and desired characteristic as stated in the core national curriculum and reform schemes. Comments and suggestions were significantly placed on integration of teaching and learning supported by school administrators so that students became independent leaners and were able to think critically and solve facing problems. To reach the goal of this reform, promotion of critical skills should early start at kindergarten level and it was a crucial role of school principal to track children development and facilitate teachers to achieve this challenging task. In addition, teachers emphasized the significance of upcoming year of ASEAN community in 2015 that school administrators should be seriously active in Aspects of education reform schemes Satun Songkla Patani Yala Narathiwat F Sig. M SD M SD M SD M SD M SD. 1. Learning processes reform 4.03 .467 4.07 .495 3.95 .448 3.88 .660 3.98 .502 1.65 2 .160 2. New teacher reform 4.08 .656 4.09 .531 4.02 .479 3.81 .707 3.96 .537 2.66 9 .032 3. Educational institutions and learning resource reform 4.03 .517 4.00 .558 3.93 .530 3.68 .804 3.92 .545 3.21 6 .013 4. Educational managemen t reform 4.25 .509 4.10 .546 4.07 .485 3.85 .713 3.97 .555 3.78 .005 Total 4.11 .456 4.07 .488 3.99 .434 3.82 .687 3.96 .492 2.90 .022 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 281 preparing learners to be knowledgeable about the neighborhoods, especially the preparation on languages as well as understanding about different cultures. School principals had to be aware that school activities and curriculum should be developed and applied appropriately based on students’ needs and backgrounds. It is essential that school administrators has to fully support inclusive education equally to mainstream education regardless socio-economic statues, religions, and beliefs of students in southern Thailand which is a diverse region.

2. New Teacher Reform