School Administrator Roles Affecting Child-centered Learning Management in Schools under Roi Et Primary Educational Service Area Office 3

Abstract

The objectives of this research were: 1) to study the level of school administrators' roles; 2) to study the level of child-centered learning management; 3) to examine the relationship between school administrators' roles and child-centered learning management; and 4) to identify the school administrator roles that influence child-centered learning management. The samples consisted of 317 school administrators and teachers under Roi Et Primary Educational Service Area Office 3, selected through proportional stratified random sampling based on school size. The research instrument was a five-point Likert scale questionnaire, with the reliability coefficients for the school administrators' roles and child-centered learning management at 0.99 and 0.97, respectively. The statistics used for data analysis included percentage, mean, standard deviation, Pearson's product-moment correlation coefficient, and stepwise multiple regression analysis.

  The research findings were as follows:

  1) The overall level of school administrators' roles was high; when considered by aspect, all aspects were at a high level; 2) The overall level of child-centered learning management was also high; when considered by aspect, all aspects were at a high level; 3)There was a moderate positive relationship between school administrators' roles and child-centered learning management, with statistical significance at the .01 level; and
4) Three aspects of school administrators' roles, namely academic leadership (X₁), promotion of teachers
and educational personnel development (X₆), and participative management (X₂), significantly affected child-centered learning management. Together, these aspects could predict child-centered learning management with a statistical significance at the .01 level and a predictive power of 43.30%.