The Relationship Between School Resource Management by School Administrators and Teachers’ Work Performance Under the Chachoengsao Primary Educational Service Area Office 1

Abstract

Background and Aims: The management of educational resources—such as personnel, budgets, and materials—is a critical task that must be executed efficiently. With a decline in student enrollment and an increase in the number of small schools, the use of resources must be maximized for efficiency. As most of the budget is allocated to personnel, the funds remaining for improving educational quality are limited. Moreover, private sector participation in resource support remains low. Therefore, mobilizing resources from all sectors is essential to align with educational goals. Schools under the Chachoengsao Primary Educational Service Area Office 1 have shown an increasing trend in requesting resource support, reflecting a shortage of essential resources. Educational administrators must thus possess knowledge in planning and managing resources to enhance the quality of student learning. The objectives of this research were 1) To study the school resource management of educational administrators under the Chachoengsao Primary Educational Service Area Office 1, 2) To examine the work performance efficiency of teachers under the same jurisdiction 3) To investigate the relationship between school resource management by educational administrators and teachers’ work performance efficiency.

Methodology: The sample consisted of teachers from schools in Bang Nam Priao District under the Chachoengsao Primary Educational Service Area Office 1 in the academic year 2024. The sample size was determined using Cohen's table (Cohen, J., 1988) at the .05 significance level, resulting in a total of 322 respondents. The research instrument was a questionnaire. Statistical methods used for data analysis included mean, standard deviation (SD), and Pearson’s Product-Moment Correlation Coefficient.

Results: 1) The overall and individual aspects of school resource management by educational administrators were at a high level. 2) The overall and individual aspects of teachers’ work performance efficiency were also at a high level. 3) The relationship between school resource management by educational administrators and teachers’ work performance efficiency was positively correlated at a high level and statistically significant at the .01 level.

Conclusion: The study found that the school resource management practices of educational administrators were at a high level, and so was the work performance efficiency of teachers. Furthermore, the management of school resources by educational administrators was positively correlated with teachers’ performance efficiency at a high level. This indicates that when administrators are capable of managing school resources effectively—including personnel, budget, equipment, and learning-friendly environments—it results in teachers having better tools and working conditions. This, in turn, allows them to work to their full potential, fosters motivation, and enhances the quality of teaching and learning. Therefore, the administrators’ ability to manage resources effectively plays a vital role in directly improving teachers' work performance.