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The purposes of this research were as follows: 1) to categorize schools under the Jurisdiction of Primary Educational Service Area Offices in the three southernmost provinces by using the third round of the External Quality Assessment indicators (2011 - 2015) and 2) discriminant analysis of administrative factors affecting on the accreditation of the third round of the External Quality Assessment (2011 - 2015) of the schools. The research was divided into two phases as follows;<br /><br /> Phase 1: The population were 822 schools under the Jurisdiction of Primary Educational Service Area Offices in the three southernmost provinces have been reported for the third round (2010 - 2014) external assessment from office of National Education Standards and Quality Assessment. The research was conducted using the secondary data through K-Means Cluster Analysis.<br /><br /> Phase 2: The samples were 220 schools under the Jurisdiction of Primary Educational Service Area Offices in the three southernmost provinces have been reported for the third-round external assessment from office of National Education Standards and Quality Assessment. They were selected by Simple Random Sampling of G*Power. In addition, they were divided into two groups namely certified schools and non-certified schools, the number of both groups were 118 and 102, respectively. The research instrument was Executive Level Management Questionnaire with administrative factors affecting the accreditation on the third round of the External Quality Assessment (2011 - 2015) of schools under the Jurisdiction of Primary Educational Service Area Offices in the three southernmost provinces. The data were analyzed by Mean, standard deviation and Discriminant Analysis of Enter and stepwise methods. <br /><br /> <br /><br /> <br /><br /> <br /><br /> The results were shown as follow: <br /><br /> The phase 1 results: There are 3 groups of these schools that have different characteristics : Group 1, there was 73.11 percentage which is the most score of average of indicators, called ?Quality school groups but should be improved on academic achievement?, Group 2, there was about 26.76 percentages which is the higher score of average of indicators than group 3 but lower than group 1, called ?Quality school groups which have to improve on academic achievement? and Group 3, there was 0.12 percentage which is the lowest score of average of indicators, called ?School groups which have to improve on basic indicator?. <br /><br /> The phase 2 result: The result of analysis using Enter method revealed that the best factors that can predict the groups of these schools were the factor on impact of unrest in the area, internal assessment process, the factor on transformational leadership, the factor on organizational culture and the factor on teacher development, small school The teamwork of the teacher. Information Technology School-community involvement the average age, experience, gender and domicile, respectively. On the other hand, the results from Stepwise method revealed that the best factors that can predict the groups of these schools were the internal quality assurance process, The effects of unrest in the area, Leadership change Organizational culture and the development of teachers, respectively. <br /><br />
| Name | อันวาร์ เจ๊ะเม๊าะ |
| Organization | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี. คณะศึกษาศาสตร์ |
| Cover |
| Abstract |
| Acknowledgements |
| Contens |
| Chapter1 |
| Chapter2 |
| Chapter3 |
| Chapter4 |
| Chapter5 |
| References |
| Appendix |
| Vitae |
--นโยบายทางการศึกษา
--การจัดการศึกษา
--บุคลากรทางการศึกษา
--ปัญหาทางการศึกษา
| Name: | เรชา ชูสุวรรณ |
| Roles: | อาจารย์ที่ปรึกษา |
| Name | : | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี |
| Address | : | ปัตตานี (Pattani) |