This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of the following components of a faculty development plan: the Center for Faculty Development, upgrading faculty members, motivation, planning implementation and evaluation, informal enrichment program, and team teaching; (e) there were significant differences between the perceptions of administrators and faculty members regarding the expected role of the following components of a faculty development plan: the Center for Faculty Development, faculty morale, and academic exchange programs in cooperation with foreign organizations. Finally, significant differences among administrators' and faculty members' perceptions were correlated with demographic classifications of gender, age, experience at Phitsanulok campus, experience in other institutions, highest degree earned, faculty affiliation, personal …
This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.
The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.
The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.
The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region. The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed). The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history instructors in Thai teachers colleges with respect to the majority of the criteria. Although some significant differences were found, it would be difficult to state that there is a difference between history instructors in the Metropolitan region and other regions groups. Recommendations are made for the history instruction programs in Thailand based on the responses from both groups and the information gathered from a review of the literature.
The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.
The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
The problem with which this investigation is concerned is that of determining the extent to which the elementary schools in the province of Sukhothai, Thailand, reflect an open or closed organizational climate. This study has two purposes. The first is to identify the organizational climate of elementary schools in the province of Sukhothai, Thailand, as measured by the Organizational Climate Description Questionnaire (OCDQ). The second is to determine the differences between the organizational climate of elementary schools with enrollments of 300 students or less and elementary schools with enrollments of more than 300 students. The conclusions of the study indicated that the climate of the elementary schools in the province of Sukhothai, Thailand tended to be more closed than open. Principals tend to perceive the climate of the school to be more open than do the teachers. Teachers in elementary schools with enrollments of 300 or less perceived the climate of the schools to be more open than do teachers in elementary schools with enrollments of more than 300 students. And when the school size increases the climate is more likely to be closed.
The purpose of this study was to investigate job satisfaction among full-time faculty members of nursing colleges in Thailand, by using the Faculty Job Satisfaction /Dissatisfaction Scale developed by Olin R. Wood. The investigation was based on the ten factors of job satisfaction selected from the Herzberg Motivation-Hygiene theory as follows: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, work itself, and working conditions. The questionnaire consisted of 68 items, using a six-point rating scale for ten factors of job satisfaction. The population consisted of 621 full-time nursing faculty members in twenty-one nursing colleges across the country of Thailand. A total of 408 nursing faculty members or 65.70 percent of the population participated in this study. Frequencies, percentage, one-way ANOVA, two-way ANOVA, regression analysis, and coefficience of concordance W. were used in the follow-up investigation, with the level of significance at .05.
This investigation sought to examine the congruence or the lack of congruence of educational goals in Level Four Adult-Continuing Education Programs in Bangkok, Thailand. The purposes of the study were to identify the actual and ideal goals of Level Four Adult-Continuing Education Programs and to determine whether any significant differences existed in the perceptions of educational goals of the programs among students, teachers, and administrators.
The problem with which this investigation is concerned is that of describing the secondary school principalship as perceived by selected principals and teachers in Bangkok, Thailand. The purposes of this study are (1) to collect selected demographic data about the secondary school principals and teachers in government and private schools, and (2) to measure and determine the relative effectiveness of principals of government and private secondary schools in Bangkok, Thailand, as perceived by secondary school principals and teachers. The conclusions of this study are as follows: (1) principals in government and private secondary schools appear equivalent in professional preparation as measured by highest degree held, (2) principals in government and private secondary schools earn equivalent salaries, (3) teachers in private secondary schools have less professional preparation than teachers in government secondary schools, (4) teachers in government schools are better paid than teachers in private schools, (5) principals in both government and private secondary schools perceived their effectiveness as higher than did the teachers in those schools.
The purpose of this study is to compare the opinions concerning faculty teaching behaviors among groups of faculty members and senior teacher training students in six teachers colleges in Bangkok, Thailand. Five research hypotheses guided the data analysis for this study; the variables used were sex, age, teaching experience, and college of employment. A published, validated survey instrument, which lists sixty-one behavioral items and incorporates a Likert-type response scale, was used to collect the data. Random sampling of the population corresponded to existing male-female ratios for each group at each schools, with the exception of one school that has only female students. From the sample of 480, the total response was 85.6 percent. In order to test for significant differences of opinion among the variables and between the groups at the .05 level, t and F tests were applied. The data indicate that 70.5 percent of the 190 responding faculty are females who have taught for more than ten years; females also constitute 72.4 percent of the 221 senior teacher training students. In regard to opinions of appropriate faculty teaching behaviors, significant differences were found between faculty and students (faculty members had higher mean scores) and between male and female faculty members (female faculty had higher mean scores). Conclusions drawn from these and other findings for this sample population include that (1) faculty and students do not agree upon what constitutes appropriate faculty teaching behaviors; (2) faculty members have stronger opinions than students about the appropriateness of such behaviors; and (3) there is more agreement among students than among faculty regarding the items that constitute appropriate faculty teaching behavior. The data findings are also discussed in the context of cultural differences that could have affected findings which were different from those discussed in the literature on evaluation of faculty teaching …
This study sought to investigate the secondary school principal's leadership behavior as perceived by secondary school teachers and principals in Nakorn Pathom, Thailand. The study had two purposes: to determine whether significant differences existed between teachers' perceptions of principal leadership behavior based on the variables of sex, years of teaching experience, educational level, and size of school; and to determine whether significant differences existed between the perceptions of principals and teachers with regard to the principal's leadership behavior.
This study investigated the current status of Thai teacher institutions in regard to environmental problems and proposed an environmental curriculum system for teacher training in Thailand. An interview questionnaire was designed to gather descriptive data about selected Thai teacher institutions, teaching strategies utilized in environmental-related courses, and the employment of ten selected environmental-related problems in three aspects: (1) courses offered at Thai teacher institutions, (2) environmental research conducted by faculty members of Thai teacher institutions, and (3) environmental services provided to the public by faculty members of Thai teacher institutions. Of the seventeen Thai traditional teacher institutions considered, representatives from fifteen (88 percent) were interviewed.
The primary purpose of this study was the development of a model graduate program leading to a master's degree in physical education which could be used in Thailand and provide suitable guidelines for Thai colleges and universities interested in establishing such a program. A secondary purpose was to develop a systematic approach for student admission and a retention plan which would be compatible with the current trends and administration of higher education in Thailand. Following a review of the literature that included the history of general education, higher education, and physical education in Thailand as well as graduate study in physical education in the United States, a research instrument was devised to elicit responses from chairpersons of physical education departments in 156 U.S. institutions of higher learning and from a professional panel of five physical educators in Thailand concerning four aspects of master's degree programs in physical education: patterns and organization, curricular concepts, admission and retention requirements, and core course requirements. The return rate for the chairpersons surveyed in the United States was 85 per cent. The responses received from the U.S. and Thai professionals revealed a consensus between the two groups with regard to a number of the items in all four of the topic areas covered by the questionnaire. Based upon the survey results, guidelines were suggested for a model master's degree program in physical education in Thai colleges and universities. In addition, recommendations for further research were made, notably a review of master's programs in physical education in other countries which could provide valuable information for further modification of the model and systematic evaluation of the model program as implemented within a university setting.
The purpose of this study is to identify, describe, and compare the use of computers in the various types of public universities in Thailand utilizing as factors (a) the general use of computers in administration, instruction, and research, (b) the budgeting allocation and accounting of computer resources, (c) the administrative organizational structure of computing facilities, (d) the policy formulation regarding computer use, and (e) the utilization of hardware systems and computer languages. All twelve public universities plus the eight campuses of Srinakharinwirot University in Thailand were sent questionnaires. The following major findings and conclusions are based on the information gained from the study: 1. The average number of years computers have been used by Thai public universities is seven years; 2. A greater emphasis is placed on instructional use of the computer than on other uses; 3. The majority of institutions have special funds allocated and budgets established for computer usage; 4. More money is spent for research computing; 5. The majority of the institutions have one centralized computing center that either provides the services without charge or charges only for a part of the services and software costs; 6. Directors of computing centers are primarily and directly responsible for computing, followed by vice presidents for administration; 7. The most frequently reported computing policy formulators are vice presidents, computing center directors, computer usage committees, and ad hoc committees; 8. The computer hardware systems used by Thai public universities vary both in size and in manufacturer, and there is no standardized use of computer languages. Since more importance is placed on instructional uses of the computer, budgets for computer usage should be reviewed for appropriate financial allocations. In addition, increases in computer course offerings and in computer literacy requirements in Thai public universities may result in serious faculty shortages.
The problem of this study was a comparison of the roles and needs of middle and lower class Thai parents in helping their children's reading development. The sample was selected from the parents of the preprimary schools in Bangkok, Thailand, in the fall of 1986. A total of 366 parents, including 185 from middle class and 181 from lower class, participated in this study.
The focus of this study is a comparison of the perceptions and expectations of the leadership role and function of the department chairpersons in the faculty of education by the respective department chairpersons, deans, and all faculty members from each of the six public teacher colleges in Bangkok, Thailand. In conclusion, role conflict between the department chairpersons can be reduced if the department chairpersons concentrate on the expectations of faculty members. The department chairpersons need to reevaluate their leader behavior in relation to both deans and faculty members in order to fulfill the organizational goals and personal needs.
The problem of this study was to determine teachers' perceptions of their school organizational climate, to determine teachers' perceptions of their principal's leadership behavior, and to ascertain the relationships between teachers' perceptions of school organizational climate and principal's leadership behavior. The study had three major purposes. The first was to determine teachers' perceptions of their school organizational climate as measured by the Organizational Climate Description Questionnaire (OCDQ) across selected variables. The second was to determine teachers' perceptions of their principal's leadership behavior as measured by the Leader Behavior Description Questionnaire (LBDQ) across selected variables. The third was to ascertain whether significant relationships existed between teachers' perceptions of school organizational climate and their principal's leadership behavior. Based on the analyses of data, the conclusions could be drawn that: 1. The school organizational climates as perceived by secondary school teachers tended to fall into the closed end of the open-closed climate continuum. It is interesting to note that teachers with more years of teaching experience perceived their school organizational climates as being open. 2. All of the teachers in this study perceived their principal as an effective leader. 3. There was a significant relationship between organizational climate and principal's leadership behavior; however, no matter how teachers perceived their school organizational climate, they still perceived their principal as an effective leader.
The purposes of the study are to (1) compare the opinions of faculty members and students concerning the present operation of student personnel services at Prasarnmitr, Srinakharinwirot University, and (2) to propose organizational principles appropriate for student personnel services. A survey instrument developed with the consultation of five professors who are experts in this particular area (See Appendix A) was used to collect the data. The data consist of responses from questionnaires that were administered at Prasarnmitr, Srinakharinwirot University to two hundred and sixteen undergraduate students and fifty-three faculty members. Responses from both faculty members and students were 77.97 per cent. In order to accomplish the purposes of the study, four research questions were formed. Descriptive statistical analysis and the t test were selected for use as the appropriate statistical techniques. Analysis of the data reveals that (a) both students and faculty members are quite knowledge about student services currently provided by the university, (b) faculty members and students' perceptions are the same as regards the present operation of student personnel services program at Prasarnmitr, Srinakharinwirot University, (c) faculty members and students' perceptions are the same with regard to proposed goals, planning and organizing, budgeting, facilities and equipment, and evaluation, and (d) responding faculty members agreed more strongly than did students on the proposed qualifications and functions of the Vice-President of Student Affairs and the choice of the staff of student personnel services.
The purpose of this study was to identify the existing relationships of the elementary school principals' and teachers' perceptions of the elementary school principal's role behavior in Ubon Province, Thailand. This study answers four questions: Are there significant differences in perceptions of teachers in each of the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all teachers among the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all principals of the principal's role behavior; Are there significant differences in perceptions of all teachers and principals of the principal's role behavior?
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