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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความที่เผยแพร่ |
LEARNING LEADERSHIP OF SCHOOL ADMINISTRATORS AND TEACHING BEHAVIOR AFFECTING THE EFFECTIVENESS OF TEACHER PROFESSIONAL DEVELOPMENT: HIERERCHICAL LINEAR MODEL |
| วัน/เดือน/ปี ที่เผยแพร่ |
19 กรกฎาคม 2561 |
| การประชุม |
| ชื่อการประชุม |
INTE international conference on new horizons in education |
| หน่วยงาน/องค์กรที่จัดประชุม |
sakarya university |
| สถานที่จัดประชุม |
paris,france |
| จังหวัด/รัฐ |
paris,france |
| ช่วงวันที่จัดประชุม |
18 กรกฎาคม 2561 |
| ถึง |
20 กรกฎาคม 2561 |
| Proceeding Paper |
| Volume (ปีที่) |
2018 |
| Issue (เล่มที่) |
october,2018 |
| หน้าที่พิมพ์ |
- |
| Editors/edition/publisher |
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| บทคัดย่อ |
This research study aimed to 1) investigate to what extent leadership of school administrators and teaching behaviors were present in school administrators and teachers, 2) examine to what extent the school administrators and teachers have teacher professional development, and 3) study effects of learning leadership of school administrators and teaching behaviors on teacher professional development. The sample size comprises 412 subjects including 103 school administrators and 309 school teachers. A questionnaire was employed to collect data. The data was analyzed using a computer program to find descriptive statistics. Referential statistics were used and analyzed by two levels ofthe hierarchical linear model, namely teacher level and school administrator level. The results showed that 1) leadership of school administrators was ata high average level in general. The highest to the lowest aspects were as follows: creativity; team learning; flexibility; powerful environment for learning; advanced technologies; self-directed learning and integration, 2) teaching behaviors were ata high average level in general. The highest to the lowest aspects were as follows: learning management plan; management classes; activities that focus on teaching learners; use of media and technology; assessing the actual condition; and research in the classroom, 3)teacher professional development was ata high average level. The highest to the lowest aspects were as follows: collaboration in the enterprise; quality teaching; student-learning needs; specific curricula; and PLC, 4) all factors of leadership of school administrators and teaching behaviors were positively related to levels of teacher professional development significantly at.01 level, 5) regarding teaching behaviors, learning management plan and activities that focus on teaching learners affected teacher professional development significantly at.01 level. The teaching behavior was correlatively explained tothe variance of teacher professional development of 20.60 percent. The levels of learning of school administrators affecting teacher professional development were creativity and integration significantly at.01 level and advanced technologies at.05 level. The independent variable at the level of learning leadership of school administrators was related to the variance of teacher professional development at 95.50 percent, 6) The factors of leadership of school administrators affecting teaching behaviors were creativity and team learning at the significant level of .01 and .05, respectively. |
| ผู้เขียน |
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| การประเมินบทความ (Peer Review) |
มีผู้ประเมินอิสระ |
| มีการเผยแพร่ในระดับ |
นานาชาติ |
| รูปแบบ Proceeding |
Full paper |
| รูปแบบการนำเสนอ |
Oral |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
เป็น |
| ผลงานที่นำเสนอได้รับรางวัล |
ไม่ได้รับรางวัล |
| แนบไฟล์ |
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| Citation |
0
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การเผยแพร่ในรูปของบทความวารสารทางวิชาการ
English