Abstract

 
 
 School effectiveness is a main goal of all schools because it means organisational success that must be achieved. This study explored the level of the administrative factors and school effectiveness including investigated administrative factors effecting the management of school effectiveness. The 5-level rating scale questionnaire was applied for collecting data from 217 teachers in municipal schools in Udon Thani province, Thailand. The descriptive statistics, Pearson product-moment correlation coefficient and stepwise multiple regression analysis were used for data analysis. The research findings indicated that the school culture, technology, school climate and budgeting were the best predictors. This may lead to policy of developing the school administration to achieve the school goals.
 Keywords: School effectiveness, school factor, municipal schools.
 
 
Highlights
The administrative factors of schools in Udon Thani municipality were at a high level for overall
The effectiveness of schools in Udon Thani municipality was at a high level for overall
The factor of school culture was at a high level because of the uniqueness of school that gathered from various sectors in school by encouraging the school target, planning and defining the direction and goal together
Summary
Kyriakides, Creemers, Antoniou and Demetriou (2010) explored the impact of school factors on student achievement has provided some further support to the validity of the model at the school level. More factors are school climate and organisational citizenship behaviour (OCB) that found a strong link between them (DiPaola & Tschannen-Moran, 2001). Research suggests that creating a positive, open climate has many benefits including increased student achievement (Hoy, Hannum & TschannenMoran, 1998 cited in DiPaola & Tschannen-Moran, 2001) as well as ratings of school effectiveness (Hoy et al, 1991 cited in DiPaola & Tschannen-Moran, 2001)
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