DECISION-MAKING BEHAVIORS OF SCHOOL ADMINISTRATORS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE KANCHANABURI
DECISION-MAKING BEHAVIORS OF SCHOOL ADMINISTRATORS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE KANCHANABURI
Keywords:
Decision-Making Behaviors, School AdministratorsAbstract
This research article aims to 1) study and 2) compare the decision-making behavior of school administrators under the jurisdiction of the Secondary Educational Service Area Office Kanchanaburi, categorized by gender and school size. The sample used in the research consists of 307 teachers, selected through stratified sampling based on school size. The research instrument is a questionnaire using a 5-point Likert scale, with content validity ranging from 0.67 to 1.00 and a reliability of 0.96. The statistics used for data analysis include percentages, mean, standard deviation, t-test, one-way analysis of variance (ANOVA), and Scheffé's method for pairwise comparisons. The significance level is set at 0.05.
The findings revealed that: 1) The decision-making behavior of school administrators was at a high level across all aspects. Ranked by average from highest to lowest, these behaviors included seeking opinions from subordinates to change decisions, seeking views from subordinates to inform decisions, persuading subordinates to accept administrators' decisions, presenting problems to subordinates for advice and considering their input, making decisions and informing subordinates, delegating decision-making within defined boundaries, and identifying constraints and allowing subordinates to make decisions. 2) Comparing decision-making behavior by gender showed no significant overall differences. However, significant differences were found in specific areas: male teachers rated higher in informing subordinates of decisions, persuading subordinates to accept decisions, and seeking opinions from subordinates. 3) Comparing decision-making behavior by school size showed no significant overall differences, but larger schools practiced delegating decision-making within defined boundaries more frequently than medium-sized schools.
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