The Relationship Between Administrators’ Instructional Leadership and Teaching Efficiency of Schools Under The Office of Roi-Et Primary Education Service Area 3

Abstract

The purposes of this research were: 1) to study the instructional leadership level of the school administrators under Roi Et Primary Education Service Area Office 3, 2) to study the teaching efficiency of teachers under Roi Et Primary Educational Service Area Office3, and 3) to study the relationship between school administrators’ instructional leadership and teachers’ teaching efficiency level The samples of this study were 322 public school teachers under Roi Et Primary Education Service Area Office 3. The research instrument was a fivepoint rating scale questionnaire. The reliability values of the instructional leadership and the teachers’ teaching efficacy were 0.97and 0.90 respectively. The data were analyzed by using frequency, percentage, mean, standard deviation and Pearson’s product correlation coefficient. The research results were as follows: 1. The level of instructional leadership of the administrators given at a high level in both overall and each aspect. They were ranked according to their average scores from the highest to the lowest as follows: monitoring student progress, encouraging learning environment, managing the instructional program, promoting professional development, and managing curriculum and instruction. 2. The level of the teaching efficiency of teachers under Roi Et Primary Educational Service Area Office 3 was given at a high level in both overall and individual aspect. They were ranked according to their average scores from the highest to the lowest as follows: interaction with enthusiasm for measurement and evaluation, instructional strategies, and clear instructions. 3. There was a positive relationship between the school administrators’ instructional leadership and teacher’s teaching efficiency under Roi Et Primary Educational Service Area Office 3 with a statistical significance at the level of .01.