A Structural Equation Model of Factors Affecting School Effectiveness Under Local Administration Organizations
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Abstract
The research objectives were to (1) study factors affecting school effectiveness under local administration organizations and the level of school effectiveness; (2) examine the goodness-of-fit of the model of factors affecting school effectiveness under local administration organizations developed by the researcher with the empirical data; and (3) study the direct influence, indirect influence and total influence of factors affecting school effectiveness under local administration organizations. The study was administered into 2 phases: the first phase was determination on the study framework; the second phase comprised a test of hypothesis based on a set of 5-level rating scale questionnaires with the discrimination power of 0.38-0.94 and the reliability coefficient of 0.97. The sample of 630 schools under local administration organizations were obtained using Multi-stage Random Sampling. Statistics used included frequency, percent- age, mean, standard deviation, Pearson’ Product Moment Correlation Coefficients the linear structural equation model and confirmatory factor analysis.
The research finding:1. The factors affecting school effectiveness were instructional leadership, organization’s competency, learning process management, school climate. The school effectiveness was in general at the high level. Considering each factor in detail, this research found that most factors were at the high level except the organization’s competency which was at the average level.
2. The goodness-of-fit test of the model of administrative factors affecting school effectiveness developed by this researcher showed that the model was consistent with the empirical data (Chi-square = 226.11, degree of freedom (df) = 115, P = 0.063, goodness-of-fit index (GFI) = 0.96, adjusted-goodness-of-fit index (AGFI) = 0.91, root mean square error of approximation (RMSEA) = 0.056 and critical number (CN) = 276.52.)
3. The factors that had direct, indirect and total effect on school effective- ness with the path coefficients ranging from large to small respectively as (1) direct effect in 4 factors those were organization’s competency, learning process management, school climate, and instructional leadership. (2) indirect effect in 3 factors those were organization’s competency influencing through learning process management and school climate, instructional leadership influencing through learning process management and school climate, school climate in- fluencing through learning process management, and (3) total influence in 4 factors those were organization’s competency, learning process management, school climate and instructional leadership.
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