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Narathiwatbecame target of the insurgents. More than 6,000 people have died in the conflict with
over 11,000 wounded Abuza, 2011; Deepsouth Watch, 2012.Despite the unrest has had impactson
schools, education reform need to be continued to meet its goals and to bring quality education of the
country. Significantly, this challenging role relies on effective performance of school principals.
Among different key players in education reform, teachers are one the most critical groups in schools
who can reflect the job performance of school principals. Their feedbacks, perceptions and
perspectives about education reform in schools will be beneficial to school principals.
Research Objectives There were three objectives in this study as
follows: 1. To examine level of teachers’ perceptions
toward school administrators’ job performance on education reform schemes in thesecond decade
2009-2018 2. To compare teachers’ perceptions toward school
administrators’ job performance on education reform schemes in the second decade 2009-2018
classified byacademic standings, experiences, school sizes and provinces
and province. 3. To examined teachers’ perspectives
on guidelines in developing school administrators’ job performance regarding to education reform
schemes
Research Methodology
This case study was a mixed-methods research which combined quantitative research with
qualitative research. The researchers employed “embeddedmixed methods design Creswell,
2008 which the data between quantitative and qualitative will not be compared but reside
side by side as two different pictures that provide an overall phenomenon of education
reform in the second decade of Southern Thailand. The quantitative part aimed to investigate
the level of teachers’ perceptions toward school administrators’ job performance on the new four
education reform schemes in thesecond decade 2009-2018 as well as to compare teachers’
perceptions on school administrators’ job performance classified by their experiences, school
sizes, provinces, and academic standings. The qualitative part aimed to investigate teachers’
perspectives on guidelines in developing job performance regarding to education
reform schemes. The population of this study were 17,057 teachers from 342 schools in Southern
border provinces of Thailand including Pattani, Yala, Narathiwat, Songkla and Satun.The samples
of the quantitative study were 391 teachers and key informants in qualitative part were 60 teachers.
The instrument of quantitative research was a five- scalequestionnairewhich contained 46 questions
written in Likert scale format ranging from 5: job performance was found at the highest level to 1:
job performance was found at the lowest level. The questionnaireyielded the alpha-reliability
coefficient of .977 for the overall scale. The research instrument for the qualitative part was a
semi-structured interview protocol approved by 3 scholars in the field which focused on four
guidelineson new education reform schemes. The questionnaires and the semi-structure
interview protocol were sent to teachers in Southern Thailand via air mails.The responses rate
of the questionnaire was 100. Quantitative data were analyzed by using frequency, mean, standard
deviation, t-test, and F-test. Qualitative data were analyzed by using content analysis and
trustworthiness of qualitative study was promoted by prolonged engagement in the field, rapport,
triangulation, and member checking.
Findings Table I: Frequency and percentage of primary
school teachers in Southern border provinces classified by academic standings, experiences,
school sizes, and provinces.
N=391 No
Academic standings Frequency Percentage
1.
Academic standings 1.1Have hold
academic standings 1.2 Not have hold
academic standings 261
130 66.75
33.25 Total
391 100.00
2. Work experiences
2.1Less than 5 years 2.2 Between 5 - 10
years 2.3 More than10years
67 160
164 17.14
40.92 41.94
Total 391 100.00
3. School sizes
3.1 Small size 3.2 Middle size
3.3 Big size 56
180 155
14.32 46.04
39.64 Total
391 100.00
4.
Provinces
4.1 Satun 37
9.46 4.2 Songkla
117 29.92
4.3 Pattani 84
21.48 4.4 Yala
58 14.83
4.5 Narathiwat 95
24.31 Total
391 100.00
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According to Table 1, 66. 75 percent of teachers in Southern border provinces of Thailand have hold
academic standings and 33.25 percent has not hold academic standings. The study revealed that 41.94
percent of most teachers had more than 10 years of working experience and worked in middle sized
school 46.04. The majority of the sample in this study was in Songkla province 29.92
which is the biggest province of Southern Thailand.
Part I: Quantitative Study Table 2: Mean, standard variation and level of
teachers’ perceptions towards job performance of school principals in Southern border provinces on
education reform in the second decade 2009- 2018 both in overall and each aspect.
No. Aspects of
education reform
schemes M
SD Level of
teachers’ perceptions
onschool principals’
job performance
1 Learning processes
reform 3.91 .490 High
2 New teacher
reform 3.92 .494 High
3 Educational institutions and
learning resource
reform 3.86 .522 High
4 Educational management
reform 3.95 .524 High
Total 3.91
.469 High
According to Table 2, overall, this study revealed a high level of teachers’ perception towards school
principals’ job performance on education reform in the second decade. According to teachers’
perceptions, school principals’ job performance on “educational management reform”was higher than
other aspects M=3.95, SD= .524 and teachers’ perceptions towards school principals’ job
performance on educational institutions and learning resource reform M=3.86, SD=.522 was
lower than other aspects.
Table 3: Comparison of teachers’ perceptions towards school principals’ job performance on
education reform in the second decade 2009- 2018 classified by academic standings
No Aspects of
education reform
schemes
Have hold academic
standings
Not have hold
academic standings
t Sig. M
SD M SD
1 Learning processes
reform 3.94 .487 3.85 .496 1.517 .130
2 New teacher
reform 3.95 .501 3.84 .469 1.946 .052
3 Educational institutions
and learning resource
reform 3.90 .518 3.77 .523 2.183 .030
4 Educational management
reform 3.98 .505 3.88 .564 1.571 .118
Total 3.94 .471 3.83 .459 1.976 .049
p .05
According to table 3, overall, there was a statistically significant difference versus
teachers’perceptionswho have hold and have not hold academic standings towards school
principals’ job performance on education reform in the second decade 2009-2018 at .05 level. The
study revealed that teachers who have hold academic standings had higher perceptions
M=3.94, SD=.471 towards school principals’ job performance on education reform than those who
have not hold M=3.83, SD=.459 academic standings.
Table 4: Comparison of teachers’ perceptions towards school principals’ job performance on
education reform in the second decade 2009- 2018 classified by work experiences
Aspects of education
reform schemes
Less than 5 years
1 5 – 10
years 2
More than 10
years 3
F Sig. M
SD M
SD M
SD
1. Learning processes
reform 3.87 .494 3.89 .501 3.95 .480 .812 .445
2. New teacher
reform 3.78 .469 3.91 .483 3.97 .505 3.153 .044
3. Educational
institutions and learning
resource reform
3.76 .485 3.82 .532 3.94 .516 3.371 .035
4. Educational
management reform
3.83 .582 3.91 .514 4.03 .502 3.880 .022
Total 3.81 .445 3.88 .471 3.97 .470 2.949 .054
p .05
According to Table 4, overall, there was nostatistically significant differenceamong
teachers ’perceptionswho had different work experiences toward school principals’ job
performance on education in the second decade 2009-2018. However, the study revealed that
perceptions of teachers who had more than ten year experiences were higher than those who had
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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.
1. Learning Processes Reform Teachers in Southern Thailand totally agreed that
