Promoting Classroom Research by School Administrators under the Phatthalung Secondary Educational Service Area Office

Abstract

          This research study aimed to: 1) study the promotion of classroom research by school administrators under the Phatthalung Secondary Educational Service Area Office, 2) compare the promotion of classroom research among school administrators classified by educational qualification, work experience, and school size; and 3) synthesize suggestions for promoting classroom research among school administrators. This study employed a quantitative research approach. The sample consisted of 254 government teachers. The research instrument was a 60-item questionnaire. Data were analyzed using statistical methods, including percentage, mean, standard deviation, t-test, and one-way analysis of variance (ANOVA).

           The research findings revealed that: 1) the overall and individual aspects of classroom research promotion by school administrators were rated at a high level; 2) teachers with different educational qualifications showed no significant differences in their opinions, both overall and by aspect. However, teachers with different years of teaching experience and those from schools of different sizes demonstrated statistically significant differences at the .001 and .05 levels, respectively; and 3) the study suggested that the school administrators should systematically promote the classroom research by providing training and knowledge, allocating sufficient time, budget, and resources, supporting supervision and knowledge sharing activities, fostering motivation and recognition through awards, encouraging dissemination of research findings, and integrating research outcomes into professional advancement evaluations to enhance the quality of teaching and learning.