Teacher Engagement in Academic Administration Affecting the Development of Learning Organizations in Schools Under the Bangna District Office
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Abstract
This quantitative survey research aimed to 1) examine the level of teacher engagement in academic administration, 2) assess the level of development towards becoming a learning organization, 3) investigate the relationship between teacher engagement in academic administration and the development of a learning organization, and 4) analyze the impact of teacher engagement in academic administration on the development of a learning organization in schools under the Bangna District Office. The sample comprised 163 teachers in the 2024 academic year, selected using stratified and simple random sampling. Data were collected using a questionnaire. Data analysis employed descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (Pearson's correlation coefficient, stepwise multiple regression). The findings revealed: 1) The overall level of teacher engagement in academic administration was at the highest level (M = 4.21, SD = 0.46). The highest mean score was observed in measurement and evaluation. 2) The overall level of development towards becoming a learning organization was at the highest level (M = 4.32, SD = 0.47). The highest mean score was observed in personal mastery. 3) Teacher engagement in academic administration was positively correlated with the development towards becoming a learning organization, statistically significant at p < .01 (r = .702). 4) The aspects of teacher engagement in academic administration, specifically quality assurance, curriculum development, and research for educational quality development, collectively predicted 52.1% (Adjusted R² = .521) of the variance in the development towards becoming a learning organization, statistically significant at p < .01.
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