Administrative Challenges and Teacher Support Mechanisms in Public Schools: A Quantitative Survey Analysis of Policy Implementation Effectiveness in Khon Kaen Province, Thailand
Keywords:
administrative challenges, policy implementation, teacher support, educational management, Thailand, quantitative analysisAbstract
Background: Thailand's education system faces significant administrative challenges that impede effective policy implementation and teacher support. Despite numerous educational reforms, the gap between policy intentions and classroom realities persists, particularly affecting teacher performance and student outcomes in provincial areas.
Purpose: This study examines the relationship between administrative challenges, policy implementation effectiveness, and teacher support mechanisms in public schools within Khon Kaen Province, Thailand, utilizing a comprehensive quantitative survey approach.
Methods: A cross-sectional survey design was employed with 384 participants (192 teachers and 192 administrators) from 96 public schools in Khon Kaen Province. Data were collected using validated instruments measuring administrative challenges (Cronbach's α = 0.89), policy implementation effectiveness (Cronbach's α = 0.92), and teacher support mechanisms (Cronbach's α = 0.91). Statistical analyses included descriptive statistics, correlation analysis, multiple regression, and structural equation modeling using SPSS 29.0 and AMOS 28.0.
Results: Significant correlations were found between administrative challenges and policy implementation effectiveness (r = -0.67, p < 0.001), and between teacher support mechanisms and policy implementation effectiveness (r = 0.72, p < 0.001). Multiple regression analysis revealed that teacher support mechanisms (β = 0.58, p < 0.001) and administrative capacity (β = 0.34, p < 0.001) significantly predicted policy implementation effectiveness (R² = 0.69). Structural equation modeling confirmed the mediating role of teacher support in the relationship between administrative challenges and policy outcomes (CFI = 0.95, RMSEA = 0.06).
Conclusions: Administrative challenges significantly impede policy implementation effectiveness, while robust teacher support mechanisms serve as critical mediators for successful educational reform. The study provides evidence-based recommendations for enhancing administrative frameworks and teacher support systems in Thai provincial education contexts.
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