Secondary Educational Service Research Articles

English

The purposes of this research were to study the factors of effectiveness management model for sub-district secondary school, to investigate current situations and desirable situations of effectiveness management model for sub-district secondary school, to develop the effectiveness management model for sub-district secondary school and to study the effects of effectiveness management model for sub-district secondary school. This study was conducted in 4 phases which include first, studying the factors of effectiveness management model for sub-district secondary school, secondly investigating current situations and desirable situations of effectiveness management model for sub-district secondary school, thirdly developing effectiveness management model for sub-district secondary school and the last examining the results of usage of the effectiveness management model for sub-district secondary school. The target group consists of 33 teachers at Dongmafaiwittaya School, Secondary Educational Service Area Office 23, which was the research field. The instruments used in this study were two types: Firstly manual of development effectiveness management model, Secondly instruments used for data collection: questionnaire, non-structure interview and evaluation form. The statistics used for data analysis were percentage, mean and standard deviation. The findings of the research were as follows: The factors of effectiveness management model for sub-district secondary school comprised of input, process and output; the current situations and desirable situations of effectiveness management model for sub-district secondary school were in the ‘highest’ level in every aspect; the development effectiveness management model for sub-district secondary school found that the factors of effectiveness management model for sub-district secondary school comprised of 3 aspects, 18 main factors and 102 sub-factors; the results of using the effectiveness management model for sub-district secondary revealed that it was suitability and feasibility in overall. Key words: Effectiveness management, sub-district secondary school, development effectiveness.

The effect of leadership styles on professional learning community

The main aim of this study was to investigate the effect of school administrators’ leadership styles on professional learning community in those schools under jurisdiction of the Office of Secondary Educational Service Area 27, Thailand. A total of 3,012 samples consisted of school administrators and teachers were selected from a population of 27,459. A survey quantitative method was employed using questionnaire which was constructed by researchers as an instrument to collect data. Data was analyzed using descriptive and inferential statistics like frequency, percentage, mean score, standard deviation, correlation Pearson Product Moment Coefficient and stepwise multiple regression analysis. The results of the study indicated that all five leadership styles of school administrator were at high level particularly supportive leadership style. However reward and punishment leadership style was found to be the most unpopular leadership style. On the other hand, all the aspects of professional learning community were found to be at high level too. The highest mean score was learning enhancement and information technology whereas the lowest mean score was team empowerment. Implementation of professional learning community was significantly affected by three types of leadership style at significant level of 0.01. The significant predictors of professional learning community were reward and punishment, directive, and charismatic leadership styles. The multiple regression coefficient was 0.836 and the predictive power was 69.9 per cent. Finally, this paper also provided recommendations and suggestions for future research.

The effect of leadership styles on professional learning community

The main aim of this study was to investigate the effect of school administrators’ leadership styles on professional learning community in those schools under jurisdiction of the Office of Secondary Educational Service Area 27, Thailand. A total of 3,012 samples consisted of school administrators and teachers were selected from a population of 27,459. A survey quantitative method was employed using questionnaire which was constructed by researchers as an instrument to collect data. Data was analyzed using descriptive and inferential statistics like frequency, percentage, mean score, standard deviation, correlation Pearson Product Moment Coefficient and stepwise multiple regression analysis. The results of the study indicated that all five leadership styles of school administrator were at high level particularly supportive leadership style. However reward and punishment leadership style was found to be the most unpopular leadership style. On the other hand, all the aspects of professional learning community were found to be at high level too. The highest mean score was learning enhancement and information technology whereas the lowest mean score was team empowerment. Implementation of professional learning community was significantly affected by three types of leadership style at significant level of 0.01. The significant predictors of professional learning community were reward and punishment, directive, and charismatic leadership styles. The multiple regression coefficient was 0.836 and the predictive power was 69.9 per cent. Finally, this paper also provided recommendations and suggestions for future research.

English

The aim of this research is to study the accurate prediction of comparing test information and evaluation result by multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students under different reviewing test conditions. Grade 9 students of the Secondary Educational Service Area Office in the North- east of Thailand, in 2014 academic year were the sample used in this research. The research materials were two test programs: the test program that allows reviewing of answers and the one that does not allow reviewing of answers. The manual of the test program and evaluation form of the multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students in different reviewing test conditions showed that: 1) The test program is an accurate predictor of the students’ achievement, as verbal factor correlates with the students’ achievement in five core subjects. The aptitude tests on number and reasoning correlate with the students’ achievement in Mathematics, science and social science. The aptitude test on space correlates with the students’ achievement in Mathematics and science. 2) The test program has statistical and significant difference at .05 level. 3) The evaluation result of the two test programs has statistical significance at .05 level. Key words: Scholastic aptitude, multidimensional, computerized adaptive test program, test programs.

Транспортная система Великобритании: особенности развития

The article concerns key features of functioning UK transport system and its outlook given current conditions (negative trends in EU economy and looming challenges for UK government such as pension system reform, lower quality of secondary and high education and health services).

The Relationship between the Leadership Style and School Effectiveness in School Under the Office of Secondary Education Area 20

Leadership is the process where the leader can use his influence to convince in decision making process and setting the goals for the organization. As a leader of the organization he has to be ready in all aspects of all situations. This study was aimed to study the following: (1) leadership of school administrators under the Office of Secondary Education Service Area 20. (2) the effectiveness in schools (3) study the relationship between the leadership style and school effectiveness in schools. This study used a correlation research type. The population included 2,788 personal under the office of Secondary Educational Service Area 20 which comprised of the following: 160 administrators and 2,628 teachers. Krejcie & Morgan Table was used to set the sample size. The Stratified Random Sampling was also utilized to draw samples based on schools size. The 451 samples were 113 school administrators and 338 teachers. It also utilized the following research instruments: (1) The rating scale questionnaire with the Index of Objective Congruence between 0.67 – 1.00 and (2) the reliability coefficient based on Cronbach Alpha Coefficient was at 0.94. The obtained data was analyzed for mean, standard deviation, Person's Product Moment Correlation Coefficient and Multiple Correlations. The overall findings of leadership style was at high level. Considering each aspect found that Supportive Leadership Style had the highest mean score. The lowest mean Score was the aspect of Reward and Punish leadership style. The overall school effectiveness was at high level considering each aspect which found that teachers’ satisfaction had the highest mean score whereas the lowest one was learning achievement. Moreover, the relationship between leadership style and school effectiveness of schools under the Office of Secondary Educational Service Area 20 found that there was a positive relationship at medium level. The five leadership styles had a ability to predict the school effectiveness at 69.9%

Development of Heuristics Problem Solving, and Learning Achievement of Grade 9 Students by Using Learning Management Focusing on Heuristics Approach in Thailand

The objectives of this research were: 1) to develop students’ Heuristics Problem Solving ability so that not less than 70% of them would have their Heuristics Problem Solving ability in “Good” level up, and 2) to develop the students’ learning achievement so that the students would have average score not less than 70% up. The target group included 36 Grade 9 Students, Nongbuapittayakan School, under jurisdiction of the Office of Nongbualampoo Secondary Educational Service Area 19, the Office of Basic Educational Commission, Ministry of Education, Thailand, by using Action Research including 3 practice spirals. There were 3 kinds of instruments including: 1) the instrument using for experimentation consisted of 15 Learning Management Plans by using Learning Management focusing on Heuristics Approach, 2) the instruments using for reflection the practice performance consisted of the Finding Record Form after learning management, the Learning Management Behavioral Observation Form, the Students’ Interview Form, and the Problem Solving Ability Test after learning, and 3) the instrument using for evaluating the Learning Management Efficiency consisted of the Learning Achievement Test. Data were analyzed by calculating the Mean (x), Standard Deviation (S.D.), Percentage, and Content Analysis. The research findings found that:1) there were 29 students out of 36 students or 80.56%, being taught by using the Learning Management focusing on HeuristicsApproach, had Heuristics Problem Solving Ability in “Good” level up which was passing specified criterion, and 2) the students being taught by using the Learning Management focusing on Heuristics Approach, had average learning achievement = 14.72 or 73.60%, and there were 26 students or 72.22% of them passing specified criterion.

Relationship between Organization Culture and Sufficiency School Management

The main purpose of this research is investigate organizational culture associate with sufficiency school management of secondary schools in upper northeastern provincial cluster 2, Thailand. In respect to this purpose, researchers study the relationship and effect of organizational culture toward the level of implementation in sufficiency school management. Research samples involved are 100 secondary schools under the Secondary Educational Service Area Office 22 and Office 23, selected by stratified random sampling. A five Likert-scale instrument used to collect data. Data analyzed by using descriptive analysis namely frequency, percentage, mean, standard deviation and inferential analysis like correlation and Stepwise multiple regression. Results reveal that organizational culture as well as sufficiency school management level are at high level. In addition, result shows that there is a positive and significance relationship between organizational culture and the level of sufficiency school management at the significance level as 0.05. Subsequently, contribute a total of 74.30 percent of variance on the level of implementation in sufficiency school management. The 3 significance predictors are quality, decision making and empowerment affecting sufficiency school management.

Soft Skills of New Teachers in the Secondary Schools of Khon Kaen Secondary Educational Service Area 25, Thailand

Excellent soft skills are necessary requisites for success (Gillard, 2009). Soft skills fulfill an important role in shaping and individual's personality (Schulz, 2008). A perfect blend of personal qualities, soft skills and hard skills will definitely contribute to enhancing graduate employability (Wye&Lim, 2009). Hard skills tend to be specific to a certain type of task or activity, soft skills are broadly applicable. It often said that hard skills will enable individuals to obtain an interview but soft skills enable individuals to secure a job. Vast research and expert opinions have been sought in the effort to determine the specific soft skills to be implemented and used in higher institutions of learning. Based on the research findings obtained, seven soft skills have been identified and chosen to be implemented in all institutions of higher learning. What soft skills and levels do new teachers in the secondary school have currently? This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Development of Value-added Measure of Learning Achievement for High School Students

The objectives of this research were to develop the method of value-added measure of learning achievement for high school students and to categorize the school groups by using the value-added score. The samples were 84 secondary schools in Khon Kaen province under the office of Secondary Educational Service Area. The student data consisted of Grade Point Average (GPAX), Ordinary National Education Tests (ONET) in five subjects including Thai language, Social Study, English language, Mathematics, and Sciences were used in academic year 2010 – 2011. The instrument of research consisted of data record form, survey form. The data were analyzed by descriptive statistics, equating method, regression analysis, value-added analysis, Pearson product correlation coefficient, confirmatory factor analysis. The research results as follow 1) Value added score is obtained as follow steps; (1) equate with the linear equating method the grade point average (GPAX) by O-NET scores of high school students (2) regress mean equated GPAX scores of students from year 2010 on mean equated GPAX scores of students from year 2011 (3) calculate the difference of the actual mean equated GPAX score and the “expected” mean equated GPAX from the regression. 2) The measurement model of value-added of learning achievement for high school students consisted 5 factors which fitted the empirical data (Chi-Square = 2.30, df = 5, p-value = 0.8058, RMSEA = 0.0000, RMR = 0.0002). School group categorized by using the percentile of value-added score classified 7 groups including, very poor (pr<10) poor (10≤pr<25) fair (25≤pr<50) very fair (50≤pr<75) good (75≤pr<90) very good (90≤pr<95) and excellent (pr≥95). The implementing of the value-added of learning achievement into practice were (1) to improve the quality of teaching and learning each subjects and (2) to evaluate the quality of schools. This method provided a clearer indication of the contribution a school makes to the progress of its students.

Equipping Youth With Autism Spectrum Disorders for Adulthood

Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD.

Factors Influencing the Success of Web-based Training for Teachers of The Secondary Educational Service Area Office 30

The purposes of this descriptive research were to explore Factors Influencing the Success Web-based Training for Teachers of The Secondary Educational Service Area Office 30. Participants in this study were 315 teachers of The Secondary Educational Service Area Office 30 from 2,398 teachers and stratified random sampling method were used to select the subjects. Data were collected from questionnaires. The descriptive statistics used to analyse data were frequency, percentage, mean, and standard deviation. The test of assumptions used linear multiple regression equation at the statistically significant level 0.05. The multiple correlation coefficient (R) was 0.921

English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs

This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the problems and PD needs are herein presented from highest to lowest ranking. The study’s results may possibly be generalized so that local organizations and institutions of higher education can provide appropriate assistance and improve the English teaching situation in Thailand in general.

A Case Study in Nongkungsriwittayakarn School for Guidelines in Decreasing Student Violence in School through Mediation

This study identifies the current situation and problems of violence among students, and thus proposes guidelines for decreasing student violence through mediation in Nongkungsriwittayakarn School, under the Office of Secondary Educational Service Area 24. Conflict in Thai society is increasing due to the rapid change in human behavior in society caused by the change in social rules. Emergent techniques of conflict management are needed to overcome these serious security problems. This study was carried out in two phases. The researchers utilized a qualitative method case study design. Descriptive analysis was also applied in this study. Findings showed that physical violence occurred most frequently, followed by mental abuse. After implementing the process of decreasing student violence through mediation, via focus group sessions, results from the study are able to provide administrators and teachers with guidelines for decreasing violence in school.

Service quality measurement for secondary school setting

Purpose – The purpose of this paper is to develop and evaluate a service quality measurement scale for a secondary school setting in Mauritius. Design/methodology/approach – Research was conducted in two stages. First, a focus group method with the educators was used to identify the service quality dimensions and scale items. Study 2 used the exploratory factor analysis to group the service dimensions into latent “service factors”. The sample data were collected through a survey among educators from secondary schools. Findings – Factor analysis was used to develop a valid and reliable service quality measurement scale. The results of this study indicated that secondary education service quality is a multidimensional construct made up of five dimensions, namely school facilities, reliability, responsiveness, empathy and assurance-discipline. Research limitations/implications – Since, the study took place in only one of the four secondary educational zones in Mauritius, increasing the sample base in terms of zones, number of schools and respondents could provide safer generalisations of findings. Practical implications – This study provided insights for school administrators. The five dimensions clarified how educators form their quality perceptions toward the secondary schools. The study provides a useful tool for regular monitoring of quality in order to identify strengths and areas of improvement in the secondary education setting. Originality/value – This paper extends the service quality scale into the secondary school context. The proposed new scale expresses main service quality parameters that secondary schools could cater for to evaluate service delivery.

Education, Work and Reproductive Health among Adolescents in Latin America and the Caribbean

Investments in education, work, and the sexual and reproductive health of adolescents and youth contribute to their human development and autonomy, and guarantee that they will have their own resources and pensions for old age. In Latin America and the Caribbean 100 million adolescents aged 10 to 19 years demand schools and teachers in secondary education, employment and health services. This work describes and analyses the situation of adolescents and youths in these three areas of interest, as a basis for defining priorities and the integration of policies oriented to take advantage of the demographic bonus and to enhance the sustainability of future dignified ageing for youth generations. Since Latin America and the Caribbean is the region with the highest inequality rates in the world, investing in demographic dividend can also contribute to decreasing inequalities in the long term. Secondary data from censuses, surveys and international organizations are analysed to relate to the three relevant issues of interest. Most than half of teens in Central America, and between 20% and 40% of adolescents in South America leave school before completing secondary level education and most of them receive poor quality education, 20% of them do not study or work and some are trapped in a triad of problems: the secondary school dropout, unemployment, informal and unprotected work and adolescent pregnancy. Despite the decline in adolescent fertility rates, they continue to be up to seven times higher among the less educated. Unemployment rates are three times higher for young people than for adults, half of them work in informal and low skilled jobs. The relationship between health, education, employment, poverty and inequalities demonstrates the need to strengthen and integrate policies of inclusion at school and at work, as well as special protection and social security for adolescents and youth.

Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination.

Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial, placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the three years of the study, students in the intervention group showed significantly greater growth, though specific intra-individual variables impacted this growth. Implications for research and intervention are discussed.

THE DEVELOPMENT OF QUALITY MANAGEMENT STRATEGY TO SENIOR HIGH SCHOOL (A Case Study at Some Public Senior High Schools and Vocational High School in Bandung City)

This study aimed at developing a strategy of quality management of senior high schools in Bandung City through education services satisfying students. Qualitative and quantitative methods were used. Results of the study showed first satisfaction index score of secondary education service in Bandung City was 1.74 (unsatisfactory). Second Quality management strategy developed through five strategic elements covering arena, vehicle, differentiation, stage and economic logic. Third, Balanced Scorecard mapped the strategy result through four perspective comprising learning and growth, internal process, customer, and financial. The study suggested several recommendations. First to assure teachers’ competencies, system of quality management needs to be developed with quality standard and use of Information and Communication Technology (ICT) in order to add learning resources for teachers and students, besides, school management will be able to conduct partnership and networking for continuous quality improvement. Second policy concerning with development of blue print for quality improvement of senior high schools in Bandung need to be issued. Third performance contract between headmaster and Bandung board of education in dealing with fulfillment of the blue print based on key performance indicators need to be organized. Fourth Quality Award Program for achievement of secondary education quality that will make school proud and create new conducive climate for secondary school need to be arranged.

Mothers' Experiences of Transition Planning for Their Children with Disabilities

planning, implementing, evaluating, and balancing the details of parents’ lives with the details of their children’s lives to achieve an integrated quality of life for the entire family. Parents are the consistent thread in their children’s lives, and the responsibility for obtaining and following through with adult services for their children typically falls on them. Although families piece together support networks, invest personal resources, and juggle multiple roles and responsibilities to help their children achieve fulfilling futures, teachers must ensure that they equip parents with needed information and resources. Current service-delivery models place families in a central role in determining services, and educators now realize that they must furnish supports for parents so that they can participate effectively in this complex transition process (Caldwell, 2006; Kreider, Caspe, Kennedy, & Weiss, 2007). Parental and family involvement in the transition of youth with disabilities from school to the adult world is vital. The No Child Left Behind Act (NCLB) of 2001 emphasized the important role that families play in their children’s education, and the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 mandated parental involvement in educational planning. Research indicates that student and family participation remains one of the five national challenges facing secondary education and transition services (Johnson, Stodden, Emanuel, Luecking, & Mack, 2002; see box “Challenges

Introduction of a child and adolescent mental health link worker: education and health staff focus group findings

Policy guidance suggests that outcomes for adolescents with mental health problems can be improved by secondary education services (SES) and child and adolescent mental health services (CAMHS) working more closely. This study reports on staff experiences of the introduction of a mental health link worker (MHLW). The findings of two focus groups are presented, conducted with staff from CAMHS and SES. These focus groups formed part of the overall wider evaluation of the MHLW role. The groups explored staff perceptions and experiences following the introduction of the MHLW, and elicited their views on the effectiveness of this innovative role. Qualitative methods were employed, and analysis was conducted using the principles of grounded theory and the constant comparative method. The findings revealed that the MHLW was well received by both groups, despite the identification of potential barriers. A number of key themes emerged, which included the ability of the link worker to improve communication and to encourage mutual understanding between services. The issues raised by these themes are discussed and recommendations are made for future practice and research.