a '• v3 ' •' the relationship of elementary school

3 A '• J

1 G f i

V3 ' •'

THE RELATIONSHIP OF ELEMENTARY SCHOOL PRINCIPALS' AND

TEACHERS' PERCEPTIONS OF THE ELEMENTARY SCHOOL

PRINCIPAL'S ROLE BEHAVIOR IN UBON

PROVINCE, THAILAND

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF PHILOSOPHY

By

Chireg Warawitya, B.Ed., M.Ed,

Denton, Texas

August, 1980

t / , i

Warawitya, Chireg, The Relationship of Elementary

School Principals' and Teachers' Perceptions of the Elem-

entary School Principal's Role Behavior in Ubon Province,

Thailand, Doctor of Philosophy (Administrative Leadership),

August, 1980, 276 pp., 130 tables, bibliography, 57 titles.

The purpose of this study was to identify the existing

relationships of the elementary school principals1 and

teachers' perceptions of the elementary school principal's

role behavior in Ubon Province, Thailand. This study ans-

wers four questions: Are there significant differences in

perceptions of teachers in each of the thirty-four surveyed

schools of the principal's role behavior; Are there signif-

icant differences in perceptions of all teachers among the

thirty-four surveyed schools of the principal's role behav-

ior; Are there significant differences in perceptions of

all principals of the principal's role behavior; Are there

significant differences in perceptions of all teachers and

principals of the principal's role behavior?

All teachers and principals of two randomly selected

government controlled elementary schools, grades one

through six, from each school district in Ubon Province

were included to participate in this study. Since there

are seventeen school districts in Ubon, the sample involved

thirty-four government controlled elementary schools, their

thirty-four principals (100 percent) of the principal

population, and 536 teachers (81.46 percent) of a popula-

tion consisting of 700 teachers.

Four questionnaires were used to elicit responses from

all of those teachers and principals in Ubon, Thailand.

The General Background Information Questionnaires (GBIQ)

for teachers and principals were designed to secure facts

relative to teachers' and principals' general school infor-

mation. The Principal's Role Behavior Questionnaires

(PRBQ) for teachers and principals, developed by Neal Gross,

were used to identify the perceptions of teachers and prin-

cipals concerning the role behavior of the principal. The

Principal's Role Behavior Questionnaires for teachers and

principals were basically the same questionnaire, the only

differences being minor changes in the "Directions" and

slight wording changes to make the questionnaire applicable

to teachers. This questionnaire has twenty-three questions

which deal with three administrative functions of the prin-

cipal: Human Relations, Management, and Educational

Leadership.

The four questionnaires were administered by the inves-

tigator's representative, an employee of the Ubon City

School System, to all teachers and principals of randomly

selected elementary schools in Ubon. A one-way analysis

of variance was used to determine the perceptions of those

teachers and principals. The perceptions of teachers and

principals were determined and compared according to their

classification such as sex, educational level, years of

teaching experience, student population and geographic

location of school.

The perceptions of teachers within each school were

first determined. The perceptions of all teachers of

thirty-four surveyed schools were, then, compared. The

perceptions of the principals by their classifications were

determined and compared with the perceptions of all teach-

ers .

Among the selected findings from this study were the

following:

1. Principals tended to have no greater qualifica-

tions than their teachers and, in some cases, fewer than

their teachers;

2. Years of teaching experience appeared as the only

criterion for selection of principals in Ubon, Thailand;

3. The principalship position was male dominated;

4. Perceptions of teachers within each school of the

principal's role behavior were not significantly different;

5. Perceptions of all teachers among thirty-four

schools of the principal's role behavior were significantly

different.

6. All principals did not differ in their perceptions

of their role behaviors; and

7. All teachers and principals were significantly

different in their perceptions of the principal's role

behavior.

As a result of these findings, a number of recommenda-

tions were offered in the final chapter.

TABLE OF CONTENTS

Page

LIST OF TABLES v

Chapter

I. INTRODUCTION 1

Statement of the Problem Purposes of the Study Hypotheses Definition of Terms Background and Significance of the Study Limitations of the Study Basic Assumptions Organization of the Study

II. REVIEW OF RELATED LITERATURE 15

Review of Related Literature in the United States

Review of Related Literature in Thailand

Summary

III. METHODOLOGY OF THE STUDY 46

Instruments Population Sample Data Collection Analysis of Data Summary

IV. ANALYSIS OF DATA 61

Summary

i n

Chapter Page

V. FINDINGS, CONCLUSIONS, AND RECOMMENDA-TIONS 105

Findings from the General Background Information Questionnaire

Findings from the Principal's Role Behavior Questionnaire

Conclusions Recommendations Recommendations for Further Study

APPENDIXES

BIBLIOGRAPHY

117

270

IV

LIST OF TABLES

Table Page

I. General Background Information on Randomly Selected Elementary School Principals in Ubon, Thailand 63

II. Means and Standard Deviations of Princi-pals' Perceptions of the Principal's Role Behavior 66

III. General Background Information on Randomly Selected Elementary School Teachers in Ubon, Thailand 76

IV. Means and Standard Deviations of Teachers' Perceptions of the Principal's Role Behavior 78

V. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 1 144

VI. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 1 145

VII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of teaching Experience, School 1 146

VIII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior--Teacher Classification by Sex, School 2 147

IX. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 2 148

v

Table Page

X. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 2 149

XI. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 3 150

XII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 3 151

XIII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 3 152

XIV. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 4 153

XV. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 4 154

XVI. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 4 155

XVII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 5 156

XVIII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 5 157

VI

Table Page

XIX. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 5 158

XX,

XXI.

XXII.

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 6

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 6 . . . .

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 6

159

160

161

XXIII.

XXIV.

XXV.




162

163

164

XXVI

XXVII



165

166

vii

Table

XXVIII

XXIX.

XXX.

XXXI

XXXII.

XXXIII

XXXIV.

XXXV.





One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—-Teacher Classification by Sex, School 11




Page

167

168

169

170

171

172

173

174

VI11

Table Page

XLV.

XLVI.



184

185

XLVII.

XLVIII.

XLIX.



One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 16 .

186

187

188

L.

LI .



LI I. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 17

LI 11. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 18

189

190

191

192

Table

XXXVI.

XXXVII.

XXXVIII

XXXIX.

XL.

XLI.

XLII.

XLIII,

XLIV.










Page

175

176

177

178

179

180

181

182

183

IX

Table Page

LIV. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 18 193

LV. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 18 194

LVI. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 19 195

LVII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 19 196

LVIII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 19 197

LIX. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 20 198

LX. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Educational Level, School 21 . . . . . . 199

LXI. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Years of Teaching Experience, School 21 200

LXII. One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 22 201

xi

Table

LXIII.

LXIV.



Page

202

203

LXV.

LXVI

LXVII.

LXVIII.

LXIX,

LXX.

LXXI .



One-way Analysis of Vari Perceptions of the Pr Behavior—Teacher Cla. Years of Teaching Exp School 23 . . . .

One-way Analysis of Vari Perceptions of the Pr Behavior—Teacher Cla Sex, School 24 . .

One-way Analysis of Vari Perceptions of the Pr Behavior—Teacher Cla Educational Level, Sc

One-way Analysis of Vari Perceptions of the Pr Behavior—Teacher Cla Years of Teaching Exp School 24 . . . .

One-way Analysis of Vari Perceptions of the Pr Behavior—Teacher Cla Sex, School 25 . . .

xxi

ance of Teacher incipal's Role ssification by er ience,

ance of Teacher incipal's Role ssification by

ance of Teacher incipal's Role ssification by hool 24 . . . .

ance of Teacher incipal's Role ssification by er ience,

ance of Teacher incipal's Role ssification by

204

205

206

207

208

209

210

Table

LXXII

LXXIII

LXXIV.

LXXV.

LXXVI.

LXXVII.

LXXVIII.

LXXIX.






One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Teacher Classification by Sex, School 28 . .



Page

211

212

213

214

215

216

217

218

Xlll

Table

LXXX.

LXXXI

LXXXII.

LXXXI11.

LXXXIV.

LXXXV.

LXXXVI

LXXXVII

LXXXVIII.



One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior--Teacher Classification by Years of Teaching Experience, School 29



One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior--Teacher Classification by Years of Teaching Experience, School 30




Page

219

220

221

222

223

224

225

226

227

xiv

Table

LXXXIX.

XC.

XCI.

XCII.

XCIII.

XCIV.

XCV.

XCVI.

XCVII









One-way Analysis of Variance of Male Teacher Perceptions of the Principal's Role Behavior

Page

228

229

230

231

232

233

234

235

236

xv

Table

XCVIII.

XCIX.

CI.

CII.

CIII.

CIV.

CV.

CVI.

CVII.

One-way Analysis of Variance of Female Teacher Perceptions of the Principal's Role Behavior

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—-Classification by Certifi-cate of Educational Level

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Associate Degree Level .

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Bachelor's Degree Level

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by 1 to 5 Years of Teaching Experience . . . .

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by 6 to 10 Years of Teaching Experience . . . .

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by 11 to 15 Years of Teaching Experience

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by 16 or more Years of Teaching Experience

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Student Population of 1 to 300 .

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Student Population of 301 to 600

Page

237

238

239

240

241

242

243

244

245

246

xvi

Table

CVIII.

CIX,

CX.

CXI,

CXII.

CXIII

CXIV.

CXV.

CXVI.

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by City Location of School

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Urban Location of School

One-way Analysis of Variance of Teacher Perceptions of the Principal's Role Behavior—Classification by Rural Location of School

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Sex . . . .

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Educational Level

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Years of Teaching Experience ,

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Years of Administrative Experience

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Number of Teachers in School

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Student Population

Page

247

248

249

250

251

252

253

254

255

XV 11

Table

CXVII.

Page

CXVIII

CXIX.

CXX.

CXXI.

CXXII.

CXXIII.

CXXIV.

cxxv.

CXXVI

One-way Analysis of Variance of Principal Perceptions of the Principal's Role Behavior—Classification by Geographic Location of School

One-way Analysis of Variance of Male Teacher and Male Principal Perceptions of the Principal's Role Behavior . . . .

One-way Analysis of Variance of Female Teacher and Female Principal Perceptions of the Principal's Role Behavior . . . .

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Certi-ficate of Education Level

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Associate Degree Level

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Bachelor's Degree Level

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by 6 to 10 Years of Teaching Experience

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by 11 to 15 Years of Teaching Experience

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by 16 or More Years of Teaching Experience . . .

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Student Population of 1 to 300

256

257

258

259

260

261

262

263

264

265

xv 111

Table

CXXVII.

CXXVIII

CXXIX.

CXXX.

Page

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Student Population of 301 to 600

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by City Location of School

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Urban Location of School

One-way Analysis of Variance of Teacher and Principal Perceptions of the Principal's Role Behavior—Classification by Rural Location of School

266

267

268

269

xix

CHAPTER I

INTRODUCTION

In the local elementary school system of Thailand, the

principal is an influential person. He determines the

school's qualitative direction and pace. He is responsible

for developing the educational experience of the student

(5, p. 27) . As chief executive, the principal is best able

to develop the strategy and coordination of teaching and

learning. His formal leadership provides him with the op-

portunity to motivate his staff and to improve teaching

standard and performance. He may maximize the different

skills of his teachers and help to develop their expertise

(4, p. 1). Former Minister of Education, Pinyo Sartorn,

emphasized the importance of an elementary school principal-

ship :

It is an honorable and respected position given by the parents and community. The principal has a great responsibility in developing the majority of the youth population, for education at this stage plays an important role in creating potential good or bad citizenship of those who may have only one chance of education—elementary education (8, p. 217).

In most rural areas of Thailand where there is usually only

one school and one principal, the principal is likely to be

the best educated, and one of the most respected persons in

the community. Education means respect. His high status

is also affected by the fact that a rural school is normally

1

understaffed and that the principal may have to teach some

classes. Teaching consequently enables him to have direct

contact with parents and students. This relationship, along

with his status and educational background, allows him to

become a powerful and effective agent of change in the

community (7, p. 50).

Since the Third 5-Year Plan (1972-1976), the role of

principal, for example, has expanded from one of mere

mediator between teachers and higher provincial administra-

tors to one of mediator between the school, higher adminis-

tration, and the local community. The principal today must

integrate and balance the particular needs of the local

community with the more general demands of governmental

policies on education. An increasingly democratic educa-

tional structure has awarded the principal greater personal

power in exchange for greater personal responsibility

(8, p. 255).

However, the administrative styles of the elementary

school principals have been very causal. Most principals

have maintained routine administration through the reference

of rules and regulations prepared by the Ministry of Educa-

tion. Only a few elementary school principals have formal

training or received a degree in educational administration.

Moreover, there has been only limited information for the

study of principalship in Thailand. There has not been any

study of the perception of the role behavior of the

elementary school principal in Thailand. Because of this

deficiency the investigator intends to identify the

perceptions and opinion of the teachers and principals of

the role performance of the principal in Ubon, Thailand.

Determining the perceptions and opinion of the teachers

and principals should provide information relevant to guag-

ing the principal's nomothetic and ideographic role of

performance. Hopefully, a greater respect and mutual

understanding should result between members of the staff

(6, pp. 11-15). Finally, a revelation of teachers'

perceptions and opinions will provide the principal a

perception of staff feeling. This study, hopefully, will

help the principal to establish greater credibility with

teachers, supervisors, and the public which should result

in the improvement of school administrative performance

(3, p. 73) .

Statement of the Problem

The problem of this study was to determine what the

perceptions of teachers and principals are relative to the

principal's role behavior in Ubon Province, Thailand.

Purpose of the Study

In order to answer those questions and provide the

information to the study, the purposes of the study were as

follows:

1. To identify the perceptions of the teachers

and principals relative to the principal's role

behavior,

2. To identify the perceptions of teachers

within each school relative to the principal's role

behavior,

3. To identify the perceptions of teachers between

schools relative to the principal's role behavior,

4. To identify the perceptions of the principals

relative to their role behavior,

5. To compare the relationship of the perceptions of

role behavior of principals between teachers and princi-

pals.

Hypotheses

To carry out the purpose of the study, the following

null hypotheses were tested.

1. There were no significant differences among the

teachers' perceptions of principal's role behavior within

a school as measured by the Principal's Role Behavior

Questionnaire (teacher's version) when teachers are

classified by sex, educational level, years of teaching

experience, student population, and geographic location

of school.

2. There are no significant differences in teacher

perceptions among all the schools of the principal's

role behavior as measured by the Principal's Role Behavior

Questionnaire (teacher's version),

3. There are no significant differences between

principals' perceptions of their own role behavior as

measured by the Principal's Role Behavior Questionnaire

(principal's version) when principals are classified by

sex, educational level, years of teaching experience,

years of administrative experience, number of teachers in

school, student population, and geographical location of

school.

4. There are no significant differences between

teachers' perceptions of the principal's role behavior as

measured by the Principal's Role Behavior Questionnaire

(teacher's version) and the principals' perception of the

principal's role behavior as measured by the Principal's

Role Behavior Questionnaire (principal's version).

Definition of Terms

The principal's role behavior.—Operationally, the

principal's role behavior is defined as the teachers' and

principal's perceptions of mode of performance of the prin-

cipals in their particular school. However, theoretically

and descriptively, it is defined as a mode of performance of the

principal. It is the role which helps to achieve goals

of the principal within an institutional system.

The Principal's Role Behavior Questionnaire (PRBQ,

teacher's version).—Operationally defined as the teachers'

perceptions of their principal's role behavior in their

particular school as measured by the PRBQ (teacher's

version). Theoretically and descriptively defined as a

mode of performance of the principal.

The Principal's Role Behavior Questionnaire (PRBQ,

principal's version).—Operationally defined as the

principal's perceptions of his or her own role behavior

in his or her particular school as measured by the PRBQ

(principal's version).

Certificate of Education.—A certificate granted by

a teachers' college to those tenth grade graduates from

lower high school who have successfully completed a two-

year program at a teacher-training institution. The grad-

uates are certified to teach at the elementary school

level.

Associate degree.—A higher Certificate of Education

granted by a teachers' college to those who have already

received a Certificate of Education and who have success-

fully completed another two-year program at a teacher-

training institution. These graduates are eligible to

teach at the junior high school level.

City.—A county located within municipal areas.

Urban.—A county in the neighborhood of a city,

similar to what is called "suburban" in the United States.

Rural.—-Remote farming village.

Background and Significance of the Study

The present educational system in Thailand is the

product of many forces forged and tempered over many

centuries. At the formulative stages (1257-1887) , it was

quite similar to that of the monastic and cathedral schools

of Medieval Europe. It had a religious orientation, and it

was centered in the temples. Historical evidence shows

that the system was quite informal, and it offered only

limited subject matter. The primary purpose was to provide

moral and religious instruction and it was designed to train

only the male members of the society. Only the children of

the aristocracy could expect to be trained in the arts and

other areas associated with "higher education" (2, p. 1).

Vocational training was carried on in family units.

Young boys were taught how to farm, hunt, and fight; also

to develop some of the basic skills in handicrafts. Girls

were also trained to farm and to perform domestic skills.

During this period there were few significant changes in

the educational system. The government did not take an

active role in education since religious leaders dominated

education. Buddhist priests thus assumed major responsibil-

ity for public instruction. The principalship position

was nonexistent.

During the second stage, the first modern school was

established by King Chulalongkorn on the palace grounds

in 1871. This school was the first of its kind in Thailand

and its primary purpose was to train boys for office work

or civil service. It differed from other schools of the

time because the latter was dedicated to train boys to be

"well-read men of good behavior" citizens. The Royal

Palace School had regular hours for learning and employed

laymen as teachers. It taught reading, writing, arithmetic,

and other subjects which would be required in government

offices.

The establishment of additional schools was prompted

by the growing need for government officials as the

government expanded its scope of work, and the demand to

set up a common standard for public instruction. Some

public instruction was expanded into the provinces, but

the lessons were taught in the Buddhist temples. The

lack of knowledgeable monks to teach in schools led to a

training of laymen as elementary school teachers throughout

the nation. Consequently, two teacher training schools,

for both men and women, were established in 1892

(9, p. 244).

Through King Chulalongkorn's encouragement of educa-

tion, many government schools were gradually established

throughout the country. Along with this change, the

Department of Education, later the Ministry of Education,

was established to set policies and standards of education

for all schools of the realm (10, pp. 1-2). It was this

new institution that formed the basis for the expansion

of the school system of present day Thailand which includes

both sexes of the population and a modern curriculum. The

principalship had gradually emerged due to a sharp enroll-

ment and school organizational expansion. However, the

principal's role was simply to teach and to perform limited

administrative tasks.

Elementary school principals are preferably selected

and officially appointed in accordance with the number of

years of service and academic background. However, no

administrative training or experience is required for

principalship. Once appointed the candidate is secure

until his retirement. The principalship is a life-long

position.

Since the College of Education at Prasarnmit intro-

duced courses in administration leading to the Bachelors

Degree in Educational Administration in 1965, many selected

principals, superintendents, and teachers have received

degrees, and concepts of educational administration have

10

become necessary knowledge for those aspiring to the

principalship.

The role of the principal became prominently distinc-

tive when the government of 1965 attempted to make the

elementary school a public responsibility, as originally

planned by King Chulalongkorn. Decentralization of the

administrative system was made at both national and pro-

vincial levels. Elementary education was, therefore,

transferred in 1969 from the Ministry of Education to the

Ministry of Interior. For the development of elementary

education, however, there are now three agencies coopera-

tively responsible for administrative aspects. While the

Ministry of Interior is responsible for business adminis-

tration, the Ministry of Education is responsible for

curriculum and text book development. Personnel adminis-

tration and development is left to the responsibility of

Krurusapa, the National Teacher Association (9, p. 79).

At the provincial level, the governor, educational

administrators, and the Provincial Council implement

policies delegated from the Ministry of Interior. While

the governor and educational administrators carry out

policies, the Provincial Council advises to ensure that

policy implementation at this level truly serves the

purposes of education in the province (9, p. 85). Local

school districts, however, are left responsible for

11

non-academic duties such as administration, operation, and

finance (5, pp. 2-3).

It has been said that every organization exists in

the shadow of one leader. Every man who leads, therefore,

casts this shadow. To study the leader is to predict more

accurately in what direction he plans to move the organiza-

tion (4, p. 22). It was, therefore, the aim of this study

to investigate how well the principal performs his role in

school; and, how teachers and principals themselves perceive

the role of the principal in Ubon Province, Thailand.

Limitations of the Study

In order to make this study accurate in data interpre-

tation the following limitations must be noted.

1. The author was unable to administer the necessary

instruments used in the study, but the questionnaire was

administered personally by the investigator's representa-

tive, who is a personnel administrator at Ubon City School

District, in all schools used in the study in Ubon Province,

Thailand.

2. The respondents to the questionnaire comprised

elementary school teachers of grades one through six, and

their principals in those seventeen school districts in

Ubon, Thailand.

12

3. The study was limited to Ubon Province, Thailand.

The results of this study could not reasonably be general-

ized to other elementary schools in other provinces.

Basic Assumptions

The basic assumptions of this study were

1. That the teachers and principals would accurately

express what was really occurring and practiced in their

particular schools;

2. That the administration of the questionnaires

was consistent in all settings?

3. That the translation of these questionnaires

into Thai was valid and subject to only one interpretation;

4. That these questionnaires were culturally applic-

able to those teachers and principals in Ubon Province,

Thailand.

Organization of the Study

This study was organized in the following sequence.

Chapter I includes the Introduction, Statement of the

Problem, Purpose of Study, Definition of Terms, Background

and Significance of the Study, Limitations of the Study,

Basic Assumptions, and Organization of the Study.

Chapter II deals with Review of Related Literature

which is divided into two parts. The first part deals

with Related Literature in the United States, and the second

part deals with Related Literature in Thailand.

13

Chapter III includes Methodology of the Study and

Treating Data.

Chapter IV deals with Analysis of Data.

Chapter V presents the Summary of the Findings, Conclu-

sions, and Recommendations of the study.

CHAPTER BIBLIOGRAPHY

1. Dell, Ronald C., Leadership to Improve School, Washington, Charles A. Jones Publishing Company, 1972.

2. Educational Planning Office, Current and Projected Secondary Education Program for Thailand: A Manpower and Educational Development Planning Project, Ministry of Education, Banqkok, Thailand, 1966.

3. Gaslin, William L., "Evaluation of Administrative Performance by a School Teaching Staff," The National Association of Secondary School Princi-pals Bulletin, 53 (December, 1974)" 72-81"

4. Gross, Neal C. and Robert B. Herriott, Staff Leadership in Public School: A Sociological Inquiry, New York, John Wiley and Sons, Inc., 1965.

5. Harper, Ray G. and Somchai Wudhipreecha, Educational Planning at the Local Level, Educational Planning Division, Ministry of Education, Bangkok, Thailand, 1968.

6. Lipham, James M., and James A. Hoeh, Jr., The Princi-palship: Foundations and Functions, New York, Harper and Row Publishers, 1974.

7. Ministry of Education, Education in Thailand 1971, Krurusapa Lardpao Press, Bangkok, Thailand, 1971.

8. Sartorn, Pinyo, Principles of Educational Administra-tion, Bangkok, Thailand, Thai Wattanapanid, 1973.

9. Wasinsarakorn, Worawit, Education of Thailand, Bangkok, Thailand, Mit Siam Publishing Co., 1973.

10. Wronski, Stanley P. and Kaw Sawasdipanich, Secondary Education, Manpower and Educational Planning in Thailand, Institute for International Studies in Education, College of Education, Michigan State University, East Lansing, Michigan, 1966.

14

CHAPTER II

REVIEW OF RELATED LITERATURE

While the studies of the principalship in the United

States are numerous, a limited number of studies of elemen-

tary school principals have been done in Thailand. While

none of these relate directly to the role perceptions of

teachers and principals, several have an indirect relation-

ship. Consequently, this chapter is divided into two parts:

Review of Related Literature in the United States and Review

of Related Literature in Thailand.

Review of Related Literature in the United States

Within a society most social institutions—and the

schools are a prime example—are structured hierarchically

in order to achieve their goals. The tasks necessary to

achieve such goals are organized into relevant roles.

These roles, according to Gazels, are defined in term of

role expectations—the normative rights and duties that

define within limits what a person should or should not do

under various circumstances (25, pp. 29-33).

In his analysis of the principal's role expectation as

described in several textbooks, staff handbooks of school

systems, and doctoral theses, Ranniger (37) relates that

the roles of the elementary school principal are not

15

16

generally agreed upon, that in school districts the princi-

pal's role is not commonly defined in writing, and that

the principal devotes an undue proportion of his or her time

to routine clerical duties. Included among the principal's

role expectations are: administration, parent and community

relations, supervision, curriculum development, pupil

personnel service, and professional improvement. Campbell

(7) has catagorized the first of these, the administrative

tasks, into 5 categories: (1) school-community relation-

ship, (2) curriculum and instruction, (3) pupil personnel,

(4) physical facilities, and (5) finance and business

management.

The second of Ranniger's divisions, parent and commun-

ity relations, has been investigated by Buffington who

observes that parents and teachers share common expectations

for the principal. Teachers, however, expect the principal

to (1) provide leadership to teachers, (2) work with and

care for children, (3) maintain relations with community,

(4) administer the school, and (5) work with individual

parents; while parents expect the principal to do only

three things: (1) develop relationships with parent groups

and community, (2) work with and care for the children, and

(3) know and help parents (33, pp. 352-353).

Sweitzer chose to study the role expectations of

elementary school principals as perceived by superintendents,

17

principals, and teachers. The result of the study revealed

that every group shared the same perceptions of ideal role

expectation for the principal, but there was no significant

correlation of the opinions of teachers and principals

regarding the principal's actual roles (44, p. 120).

The social system theory explains the role behavior of

the principal as follows:

Role behavior of the elementary school principal includes the interaction of two phenomena: institution and the individual. The behavior of the principal may be understood as the function of these major elements: institution, role, and expectation which together constitute nomothetic dimension and individual, person-ality and need-disposition, which together constitute the ideographic dimension (27, p. 49).

Gazels divides behavior into three styles: (1) nomo-

thetic, (2) ideographic, and (3) transactional.

1. The nomothetic style emphasizes the normative dimension of behavior and accordingly the requirements of the institution, the role, and the expectation, rather than the requirements of the individual, the personality, and the need-disposition.

2. The ideographic style of behavior emphasizes the personal dimension of behavior and accordingly the requirements of the individual, the personality, and the need-dispositions rather than the requirements of the institution, the role, and the expectations.

3. The transactional style calls attention to the need for moving toward one style under one set of circumstances and toward another style under another set of circumstances (27, pp. 196-197).

Gross and Herriot (25) also conducted a study of the role

behavior of the elementary school principal, but they chose

to focus on the administrative areas of (1) educational

18

leadership, (2) human relations, and (3) management. Educa-

tional leadership deals with ability to offer educational

leadership to the subordinate, while human relations deals

with skills in handling the human relation problem of edu-

cational organization. Management involves the ability to

deal with routine managerial tasks. These three areas are

discussed in detail since they are the primary components

of their research.

Educational Leadership

Educational leadership involves all of the activities

undertaken by the principal in cooperation with others as

he seeks to improve the quality of instruction provided for

children in the school. Primarily, the principal is respon-

sible for providing leadership for the school staff, though

at appropriate times other professional persons and lay

people are included. The principal primarily exerts his

leadership through working with groups of teachers, by pro-

viding stimulation and guidance for individual teachers, by

coordinating efforts to produce written materials, by assum-

ing responsibility for evaluation of teacher effectiveness,

and by encouraging experimentation (6, p. 104).

Burr compared the principal1 s instructional leadership re-

sponsibility to other responsibilities in the following manner:

As one views the area of principal's activity— administrative management, instructional leadership, school community relations, child guidance, plant supervision, and staff personnel—instructional lead-ership emerges as the one area which should have num-ber one priority (6, p. 104).

19

Dean (10, pp. 47-101) added that the greatest difficul-

ties which the elementary school principals are experiencing

lie in the field of instructional programs, particularly in

improving the quality. Burr (6, p. 108) states that the

future progress in elementary education will be determined

largely by the quality of instructional leadership that is

offered by the principals. This responsibility cannot be

delegated. While status leader and faculty have a joint re-

sponsibility for establishing an educational program for a

given school, the principal is in a much better position to

provide leadership in developing such a curriculum than are

systemwide or original personnel. Finding time for the job

has been and will continue to be a problem but the resource-

ful principal who does not want to delegate or evade instruc-

tional leadership will find that time.

Woods places particular emphasis on the future princi-

pal's instructional responsibility.

The traditional role of the principal and super-intendent has been to administer and preserve the "status quo" rather than to stimulate change. In the past the principal has been only a manager of the edu-cational enterprise, and not necessarily the education-al leader. Hopefully, this situation or emphasis will change in the future because schools will not change un-less the principal wants them to change (49, pp. 40-41).

Educational leaders frequently meet resistance in at-

tempting to introduce and implement innovations. Many people

dislike and fear change, particularly when it upsets their

way of thinking, life style, or work pattern. The principal

20

who perceives the need for change but who is unwilling to

run the risk of alienating some people or losing his job is

unlikely to alter his leadership behavior to try to bring

about needed change (17, p. 303).

Gorton (17, p. 303) warns that education today is badly

in need of improvement, improvement which frequently can be

achieved only with changes that will necessitate the princi-

pal ' s taking risks, sometimes at great personal and profes-

sional costs. The alternative, choosing not to exert leader-

ship, will certainly result in fewer risks and greater

security for the principal, but it may also mean the loss of

opportunity to bring about the needed improvement in education.

Hansen points out historical evidence that principals

have previously been leaders in educational practice. In view

of this historical precedent, it is hardly surprising that

the public is demanding that the principal again return to

his primary function—enhancer of the learning process through

improvement of and participation in the instructional program

(19, p. 395).

A study by Mansigian (28) of the instructional leader-

ship tasks of elementary school principals in Connecticut re-

veals that principals were ineffective in this area and suggests

further study to determine the cause of this failure. Studies

by Nakornsri (31) and Cohen (8) reveal similar findings.

Lechmen who has conducted a study on critical instruc-

tional leadership competencies of secondary school principals

21

feels that the principals need to emphasize the instructional

competencies in staff supervision and the conceptual dimen-

sion. Marcus (29)—in support of such a view—indicates that

students attending schools in which principals emphasize the

instructional role make greater achievement gains in the area

of reading and mathematics than do students attending schools in

which principals do not emphasize the instructional role.

Human Relations

The quality of human relations has been recognized as

an important responsibility of leadership persons in industry

and government as well as education. Unless people feel

good about themselves and about each other, any cooperative

enterprise faces serious limitations at the outset. Yet,

the elementary school seems almost unique in its dependence

upon good human relationships involving children, teachers,

parents, and administrators. Thus, the fostering and encour-

aging of such wholesome human relationships come within the

scope of the principal's responsibilities for instructional

leadership. Summing up such a viewpoint, Barnard (1, p. 235)

has observed that human skill has its greatest value at the

level of the administrator whose responsibility is in the

area of person-to-person contact with the school staff.

As Katz has observed, the elementary school principal

is immersed daily in intensely personal contacts. He

22

confers and counsels individually with staff members,

parents, and pupils. He works with small groups, faculty

groups, and community groups in much less formal ways than

does the chief school officer (24, pp. 33-42).

Jenson and others also agree that fostering human

relations is an important responsibility of an elementary

school principal. The successful status leader should

provide the service and make the kind of contributions to

his group, or groups, which would enable the group to

accomplish its goals effectively. If the principal is to

function effectively, his behavior will reflect his insight

into human motivation, his social sensitivity, and his

skill in working with people as individuals and in groups.

If he is to have any influence on his school and the

community it serves, he will recognize the importance of

the individuals with whom he works, and demonstrate

consistently his faith in the involvement of others in

cooperative action (5, p. 105). Because these skills are

so important to the effectiveness of the teaching institu-

tion, Newberry recommended that schools should be looking

for prospective principals who have acquired human relation

skills (32, p. 43).

Management

A lack of understanding of the essential nature of

management exists among some elementary school principals.

23

Many principals have interpreted the management role status

only as involvement in routine survival task performances.

The performance of these tasks becomes a ritual. Thus,

the tasks become ends rather than means. The principal

devotes the time to detail work, and it soon becomes all-

consuming. As a result, management functions begin to

exist for their own sake, and there is no apparent reali-

zation that they do indeed relate to the effectiveness of

the work flow and activities flow of the school other than

to keep it in day-to-day operation (21, p. 267).

Hencley and others state that some principals view

management functions as irrelevent and distasteful symbols

of the red tape of bureaucracy. The goal of such principals

is to ignore these management functions to the fullest

possible extent. Moreover, they may assume another function

to substitute for the concept of the principalship role

which is essentially a misinterpreted concept of management

leadership (20, p. 268).

Burr, on the other hand, pointed out the role of the

principal in management as follows:

The elementary school principal wears many hats. When he puts on his managerial hat, he must be careful that he is not overwhelmed by a sense of his own importance. He also must be cautious that he does not become so enamored by organization that he loses sight of the real purpose of organization and management, namely, to provide conditions, materials, personnel, and facilities so that instruction is possible. If the managerial function of the elementary school principal does not provide the necessary supplies, equipments,

24

text books and services to guarantee every boy and girl the kind of educational program that best meets their needs, then the principal has failed to a certain extent in his managerial role (6, p. 263).

Schutz added that the principal also has the responsi-

bility to coordinate and maintain various functions of the

school organization. This requires an ability to provide

teaching materials, develop duty schedules, supervise build-

ing maintenance, provide assistance to teachers and students,

and other similar functions (42, p. 45).

Thomas (45) conducted a study on management training

for educational administrators. The purpose of the study

was to find out what kind of management training that super-

intendents expected their prospective staff members to have

and to determine whether graduates with skills in management

were more effective and acceptable to superintendents than

those graduates without managerial skills. It was found

that superintendents who themselves advocated a managerial

approach tended to select the candidate who shared this

view. However, superintendents not subscribing personally

to a managerial approach usually attempted to complement

their own approach by selecting an individual somewhat

different from themselves. Thus, candidates who had mana-

gerial training were preferred by both groups.

Certainly, the effective elementary school principal

must recognize that his role involves both management and

leadership and that his overall success emanates from an

25

appropriate mix which produces at least three interdependent

activity categorizations: (1) control, (2) evaluation and

decision making, and (3) facilitation of work flow and

activities for implementing and maintaining effectiveness

(6, p. 267) .

The conclusions of Gross's (18) study show that there

is significant correlation between the behavior of the

principal in providing leadership in human relations,

educational leadership and management, and the executive

professional leadership of the principal.

A similar study, conducted by DeHart (11) on the

executive professional leadership of elementary school

principals in Texas, presents identical results. Moreover,

it was concluded that experience in elementary school teach-

ing, level of self-assessment of the ability as an educa-

tional leader, the degree to which he internalized the

professional leadership definition of his role, and the

degree of importance attached to routine administrative

functions had no bearing on the elementary school princi-

pal's effectiveness in motivating his staff and improving

its standard and performance in teaching.

In short, the areas of educational leadership, human

relations, and management are those most significant to

the administrative role of the elementary school principal.

But since other dimensions of role behavior are also

significant, other researchers have studied the role

26

behavior of the principal from different perspectives. For

example, Dellinger (12) used the Role Perceptions of

Administrative Interaction Questionnaire (PAIQ) to study

the role behavior of junior high school and high school

principals in Colorado. He found that junior high school

principals and high school principals received significantly

high ratings, ranging from their importance in the following

areas: (1) administrative decision making, (2) communica-

tion, (3) general administrative behavior, and (4) educa-

tional leadership.

Rousseau (41) has studied the relationship between

administrative performance under academic training and

educational experience variables of the principal. His

results show that elementary school principals in the

higher success category do not differ significantly from

those in the low success category when compared with regard

to years of teaching experience and years of experience as

principals.

Another study of the effectiveness of the school

principal was conducted by Nakornsri (31), who focused his

study on the relationship of leadership behavior and

administrative behavior of the principals. Four dimensions

of administrative behavior of the principals tested include

administrative decision making, communication, general

administration, and educational leadership. He found that:

27

(1) there was no significant difference in the performance

of elementary school principals and junior high school

principals in either role behavior or administrative

performance; (2) principals with different school sizes

did not differ in their role behavior and role administra-

tive performance, but principals in different school

district settings did differ in administrative performance;

(3) principals in suburban schools are better in the area of

administration and educational leadership than rural and

urban school principals; (4) female and male principals did

not differ in their role behavior but did differ in their

educational leadership ability; (5) in decision making,

communication, general administration, and educational

leadership, principals were found least effective in

educational leadership and were most effective in general

administrative behavior; and (6) the principal's role

behavior did not have any relationship with his administra-

tive performance.

Patin (34) observes that the effective principal

initiates changes and innovation, supports the teacher and

the student in conflict with students, parents, or district,

and involves the teachers and students in planning and

decision making. However, ineffective principals also

tend to share certain characteristics. The ineffective

principals are characterized by lack of consideration,

28

firmness, consistency in action, and effective communication

with teachers and students.

Cohen (8) has attempted to determine behavior of the

principal as viewed by principals, teachers, and parents.

He concludes that principals, teachers, and parents feel

that the principals they had to deal with were friendly,

found time to talk to people, and were not primarily

concerned with managerial aspects of administration. All

groups felt that the principals exhibited behavior in the

areas of consideration and participatory management. The

areas viewed weakest by the three groups were leadership

in the educational program and conflict solution. All

groups viewed the principals as people-oriented administra-

tors.

A study by DeSautel (14) probed the administrative roles

of North Dakota elementary school principals as they

related to five selected dimensions of administrative

functions. He found that principals rated the instructional-

leadership role as the most important role dimension. They

rated public relations as the second in importance and

the administrative role as the third.

At Ohio State University, Hampil and Winner conducted

the Leader Behavior Descriptive Questionnaire (LBDQ) and

found that leader behavior falls into two dimensions:

initiating and consideration.

29

Initiating structure refers to the leader's behavior in delineating the relationship between him-self and members of the work-group, and in endeavoring to establish well-patterns of organization, channels of communication, and methods of procedures.

Consideration refers to behavior indicative of friendship, mutual trust, respect, and warmth in the relationship between the leader and the members of his staff (27, p. 188).

Many researchers have attempted to identify the rela-

tionship of the principal's leadership behavior with the

educational settings and personnel. For example, Behrmann

(2) found that there is a relationship between the leader-

ship style and the organizational climate of a principal's

school. Principals are more ideographic in their leader-

ship style when they supervise schools having a more open

climate. The same conclusion is reached by Gauthier (16)

but he adds that school organization structure has no

significant relationship with climate. Weiser (48) agrees

and adds that school climate has a significant relationship

with teacher morale. However, Bukhair (5) has reached a

different conclusion indicating that the climate of the

school is independent of the leadership ability of the

principal. The results suggest that a principal's high

rating in leadership skills does not necessarily create a

beneficial school environment. The seven factors of climate

are identified as humane teacher, opportunity for input,

individualization, supportiveness, innovation, and stability

of school plant.

30

However, a study by Rassmusen (38) found that leadership

behavior did not appear to change a school1s performance

when the schools were judged on the basis of their effective-

ness. Marcus (29) reports conflicting findings, that signif-

icant differences exist between administrative leadership and

a school's success in raising scores on achievement tests.

Data analysis indicates that students attending schools in

which principals emphasize the instructional role make great-

er achievement gains in the area of reading and mathematics

than do students attending schools in which principals do

not emphasize the instructional role. But Brown concludes that

Good leadership is a necessary but not a signifi-cant condition for a high cognitive payoff at the pupil level. The expectation lies in organizational not edu-cational terms. Good leadership, like other healthy organization dynamics, facilitates the progress of the organization not the product. Cognitive outputs are teachers' outputs. Organization output like morale and satisfaction are the administrators' (4, p. 71).

Review of Related Literature in Thailand

A major attempt has been made to improve elementary

education in Thailand since 1978. Compulsory education in

the elementary school has been extended from four years to

six years. Thus, the Provincial Council, whose membership

is composed of elected representatives from each district in

the province, was initiated to work cooperatively with

educational administrators in the province in order to

insure responsibility in public education. Principals were

31

given administrative training to enable them to effectively

accomodate the changes. Two major universities, Sri

Nakkarin Wirote and Chulalongkorn, have been charged with

the responsibility of improving future qualified adminis-

trators .

It is hardly surprising that such a push toward

educational improvement should focus new light on the role

of the elementary school principal. Studies like that of

Martsawat (30) are important in determining attitudes

toward these principals.

Martsawat's study reveals that the ideal elementary

school principal should be (1) knowledgeable in school

administration, (2) decisive, (3) flexible, (4) fair,

(5) emotionally controlled, (6) personable, (7) a good

model, and (8) a good listener. However, teachers and prin-

cipals saw the principal's being a good model as the single

most important characteristic of the principal. In addi-

tion, teachers liked to see their principals being "fair"

to them. Sex, education, experience, and ages of teachers

did not influence their perceptions of the ideal elementary

school principal.

Several other studies in recent years have revealed

significant characteristics of elementary school principals

in Thailand. When Kosashunhanan (25) conducted a study

concerning the career path of principals, he found

32

that many were raised in rural areas and that the median

age of the subjects was forty-two years old. Boonmee (3)

conducted a study in Bangkok, and found that the principals

had lower educational qualifications than the teachers.

Poebandit (36), in his study of the administrative tasks of

elementary school principals in the Northeastern provinces,

found that elementary school principals placed more emphasis

on personnel administration, student personnel, and school

business administration than on school-community relations.

However, community members and teachers perceived that a

principal's job was primarily based on school-community

relations and student personnel.

Tongsomjit (46) conducted a study to determine how well

the elementary school principals conform to their role

expectations in the following areas: planning, organiza-

tion, personnel administration, decision making, finance,

and school coordination. The result revealed the following

findings.

Planning: The principals were rated low in this area. This area dealt with general school planning and getting teachers' participation in school activity.

Organization: Principals were rated average in this area. However, instructional supervision and shared decision making were rated high.

Personnel Administration: Principals performed very well in this area. Their role expectations included promotion of head teachers, promotion of teachers' professionalism, transfer of teachers, and solving conflict among teachers.

Decision Making: The principals were rated low in this area. Principals made a decision only when it was

33

recommended by teachers and concerned evaluation of assigned jobs.

Coordination: This area was rated high by teachers. Professionalism was rated highest in this area.

Finance: Teachers rated the principals very low in this area. Principals could only do the simple job of assigning personnel to be responsible for school expenditure.

Jantapoom (22) conducted a study to investigate the

principal's role expectation in the area of personnel

administration. Twenty-two principals, 240 teachers, 460

pupils, and 214 parents participated in this study. The

findings on the principal's role expectation for personnel

administration were as follows.

1. As perceived by teachers, the role expecta-tions at the high level were mainly concerned with the designation and verification of work assignment; at the middle level, the maintainance of morale, pro-fessional development, and the transfer, promotion, and control of work regulation; and at the lower level, the evaluation of job performance.

2. As perceived by pupils, the principal's role at the middle level included handling extra-curricular activities, guidance, and other personnel services, but at the high level, his responsibilities involved the promotion of good pupil behavior and control of discipline.

3. As perceived by the parents, the principal, at the middle level, provided school information, provided school instructional media, and maintained the school community relation; but at the low level, parents saw the principal's role as enlisting the cooperation of parents in school administration.

To find out the role expectations of the elementary

school principal in educational leadership Rattanawong

(39) conducted a study involving 209 teachers, 52 principals,

and 54 supervisors. All groups rated the principal's role

34

in educational leadership by importance as follows:

(1) instruction, (2) curriculum development, and (3) evalua-

tion and educational supervision. Understandably, there

were found to be significant differences between the princi-

pal's ideal role and actual role in educational leadership.

All groups thought principals responsible for functions

they were not performing at the time. Both teacher and

principal groups had different perceptions of what the

principal's ideal and actual roles in educational leader-

ship ought to be. However, members of the Provincial

Council and supervisors did not have different perceptions

of the principal's ideal and actual roles.

Since previous studies indicated that principals had

lower educational qualifications than their teachers,

Pinsompong (35) investigated whether the principals under-

stood principles and concepts of school administration.

The findings indicated that most principals had a good

understanding of these matters. Sex and age did not

influence the understanding of these concepts, but years of

teaching experience differences in the subjects' profes-

sional levels did.

In a similar study, Rodprasert (40) attempted to relate

the relationship of academic training and educational

experience to the administrative effectiveness of the

principal. He concluded that no significant differences

existed among those principals of various school levels.

35

It was interesting to note that no significant differences

were found in administrative performance between those

principals who were prepared in educational administration

and those who were not.

Dheerakul (15) conducted a study of leadership behavior

of the secondary school principals in Bangkok, taking into

account variables such as sex, age, experience, and qualifi-

cations. It was found that there was a wide range of major

and minor fields in the graduate preparation of the princi-

pals. She concluded that educational preparation played

an important role in the principal's leadership behavior,

that those principals who studied educational supervision

and administration in a graduate school were likely to be

most effective.

Doeisares (13) conducted a study to determine the

relationship of the principal's leadership behavior and

school organizational climate. He concluded that school

organizational climate tended to fall into a closed and

open-closed climate continuum. There was a significant

relationship between a school's organizational climate and

the principal's leadership behavior. However, the principal

was considered an effective leader by his staff no matter

what the school organizational climate was.

Cooparat (9), analyzing the Leader Behavior Descrip-

tive Questionnaire (LBDQ) in her study of the organizational

36

climate in elementary schools in Bangkok, supported that

conclusion. She added, moreover, that the leadership

behavior of a principal had significant correlation to

the organizational climate of a school. Principals who

scored high on both the initiating dimension and the

consideration dimension of the Leader Behavior Descriptive

Questionnaire (LBDQ) were perceived by their staffs as

establishing relatively open climates. On the other hand,

principals who scored low on both dimensions of the Leader

Behavior Descriptive Questionnaire (LBDQ) were perceived

as presenting a relatively closed climate.

Sungroong (43) conducted a study to determine the

relationship of leadership behavior to job satisfaction of

teachers in elementary schools in Central Thailand. He

concluded that the leadership behavior of the principal

had a significant relation to job satisfaction among

teachers in a given school. Principals whose leadership

behavior was rated high on consideration dimension were

rated higher than principals whose leadership behavior was

high on initiating dimension. Moreover, teachers whose

principal emphasized consideration in his behavior gained

more job satisfaction than those whose principal emphasized

initiating dimension on his behavior.

Warutabungkoon and his colleagues investigated the

relationship of the elementary school principal's role

perception and student achievement. The principal's

37

role was categorized into six major areas: (1) school-

community relations, (2) personnel administration,

(3) curriculum development, (4) student personnel,

(5) finance and business administration, and (6) school

plant and services. Among these findings were as follows.

School-Community Relations: Principals rated setting a good model for the school and community and involving parents as very important. Their functioning as models for the community and school was found to have a positive effect on student achievement.

Personnel Administration: Encouraging teacher participation and creating senses of belonging and success among staff were rated high by the principals. His role in creating a sense of belonging and success among staff in school, giving orientation to new teachers, paying personal concern to this staff and their families were found to have an influence on student achievement.

Curriculum Development: Helping teachers plan their lesson plans and encouraging them to plan lessons in advance were rated high by the principal. It was found that those two roles had a positive effect on student achievement.

Student Personnel: Home visitation to exchange information about academic problems was rated the most important role in student personnel. But encouraging student participation in school policy planning was rated second in importance. It was found that the principal's role in supporting a regular health examination program and encouraging student participa-tion in the school policy planning had a significant relationship to student achievement.

Finance and Business Administration: The impor-tant thing in finance and business administration included preparing school expenses and compiling lists of teachers and students and preparing records of student promotion. Preparing for school expenses was found to be related to student achievement.

School Plant and Services: The most important role of the principal included school plant maintenance and providing an adequate facility for library use for teachers and students. It was found that this role in providing a facility for library use to students and teachers had a significant influence on achievement (47, pp. 225-230).

38

Rung Kaewdang (23) , in his study of the elementary

school principal role perception and school effectiveness,

concluded similarly that

Principal role perception of tasks was related to school effectiveness. The schools in which the princi-pals' behavior provided a model for students and teachers and emphasized lessons, were likely to have high effectiveness. Schools in which principals encouraged parents, community, teachers, and students to participate in formulating school policy and empha-sized implementation of the compulsory education law, recording, report, and budget preparation were likely to show low effectiveness. The principal role percep-tion of tasks that dealt with staff personnel, school-community relationship, and physical facilities showed a high relationship to school effectiveness. Moreover, there were very strong associations between the way the principals perceived their roles and school effective-ness.

Summary

The review of related literature in the United States

indicates that the elementary school principal is recognized

as a leader in his school. He occupies a strategic

position in which his behavior is of the utmost importance

in determining the behavioral components of the school.

The principal's strengths and weaknesses become the school's

strengths and weaknesses. Therefore, leadership is the

principal's most valuable asset. The lack of it or a

weakness in this area is often the basis of ineffectiveness

on the part of persons occupying such positions.

The review of related literature in Thailand revealed

that the role expectations of elementary school principals

39

were different among the external groups including teachers,

students, parents, and members of the Provincial Council.

The principal is perceived as an important person in the

school organization who may bring about changes in school.

Moreover, his role behavior and leadership give strong

influences to his school's organizational settings, its

personnel, and its students.


1. Barnard, Chester I., The Functions of the Executive, Massachusetts, Harvard University Press, 1968.

2. Behrmann, Arthur, "Analysis of the Leadership Charac-teristics of the Elementary School Principal as Related to Innovative Practices in Selected Ele-mentary Schools in Michigan," Dissertation Abstracts International, 36/07A (January, 1975) , Michigan State University.

3. Boonmee, Narong, "A Description of the Secondary School Principal as Perceived by Selected Principals and Teachers in Thailand," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1976.

4. Brown, Alan F., "Reactions to Leadership," Educational Administration Quarterly 3 (Winter, 1967) , 62-73.

5. Bukhair, Carolyn, "A Comparative Study of School Climate and Leadership Behavior of Elementary and Secondary School Principals," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1978.

6. Burr, James B., William H. Coffield, T. J. Jenson, and Ross L. Neagley, Elementary School Administration, Boston, Allyn and Bacon, Inc., 1970.

7. Campbell, Ronald F., Edwin M. Bridges, and Raphael 0. Nystrand, Introduction to Educational Administra-tion, Boston, Allyn and Bacon, Inc., 1970.

8. Cohen, Elaine, "Administrative Behavior of the Princi-pal as Viewed by Principals, Teachers, and Parents," Dissertation Abstracts International, 40/5A (November, 1979), 2372, Syracuse University.

9. Cooparat, Nattanipa, "An Investigation of Perceived Leader Behavior of Elementary School Principals and Organizational Climate of School in Thailand," unpublished doctoral dissertation, College of Edu-cation, University of Oklahoma, Norman, Oklahoma, 1978.

40

41

10. Dean, Stuart E., Elementary School Organizational and Administration, Washington, D.C., U.S. Department of Health, Education and Welfare, 1960.

11. DeHart, James E., "A Study of Executive Professional Leadership of Principals within the Elementary Schools in Texas," unpublished doctoral disserta-tion, College of Education, North Texas State University, Denton, Texas, 1976.

12. Dellinger, Robert D., "The Relationship of Academic Training and Educational Experience to the Administrative Effectiveness of Secondary School Principals," Dissertation Abstracts International, 34/07A (January, 1974), 3744, University of Colorado.

13. Deoisres, Sumeth, " A Study of the School Organiza-tional Climate and the Principal's Leadership Behavior as Perceived by Secondary School Teachers in Bangkok, Thailand," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1978.

14. DeSautel, Rodney, "Administrative Role Perception of North Dakota Elementary School Principals as Related to Five Selected Dimensions of Administra-tive Functions," Dissertation Abstracts Interna-tional , 39/06A (December, 1978), 3250, University of North Dakota.

15. Dheerakul, Vichit, "Leadership Behavior of the Secon-dary School Principals," unpublished doctoral dissertation, College of Education, Brigham Young University, Provo, Utah, 1972.

16. Gauthier, William J., "The Relationship of Organiza-tional Structure, Leader Behavior of the Princi-pal and Professionality Orientation of the Principal to School Management Climate," Dissertation Abstracts International, 35/07A (May, 1975), 6973, University of Connecticut.

17. Gorton, Richard A., Conflict, Controversy and Crisis in School Administration and Supervision: Issues, Cases and Concepts for the ' 70s, Dubuque, Iowa, Wm. C. Brown Company Publishers, 1972.

42

18. Gross, Neal and Robert E« Herriott, Staff Leadership in Public School; A Sociological Inquiry, New York, John Wiley and Sons, Inc., 1965.

19. Hansen, Merrell, J., "Administration: Role and Functions in Education," The National Association of Secondary School Principals Bulletin, 58 (December, 1974), 83-89.

20. Hencley, Stephen, Lloyd McCleary and J. H. McGrath, The Elementary School Principalship, New York, The Dodd, Mead and Co., 1970.

21. Jacobson, Paul B., William C. Reavis, and James D. Logsdon, The Effective School Principal, New Jersey, Prentice-Hall, Inc., 1963.

22. Jantapoom, Sombat, "An Analysis of the Government School Principals' Responsibility for Personnel Administration," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1967.

23. Kaewdang, Rung, "Elementary School Principal Role Perception and School Effectiveness in Thailand," unpublished doctoral dissertation, College of Education, State University of New York at Buffalo, New York, 1977.

24. Katz, Robert, "Skills of an Effective Administrator," Harvard Business Review, 33 (February, 1955) , 33-42.

25. Kosashuhanan, Ong-Ard, "Career Paths to the Principal-ship of the Government Secondary School Division," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1970.

26. Lipham, James M., "The Role Dynamics of the Principal," The National Elementary Principal, XLIV (April, 1965), 29-33.

27. Lipham, James M, and James A. Hoeh, The Principalship: Foundations and Functions, New York~ Harper and Row Publishers, 1974.

43

28. Mansigian, Jack J., "An Appraisal of Instructional Leadership Provided by Elementary Principals in Selected Communities of Connecticut," Disserta-tion Abstracts International, 25/10A (April, 1965), 5687, University of Connecticut.

29. Marcus, Alfred C. and others, "Administrative Leader-ship in a Sample of Success Schools from the National Evaluation of the Emergency School Act," unpublished paper presented at American Educa-tional Research Association, California, April, 1976.

30. Martsawat, Anun, "Ideal Characteristics of the Elemen-tary School Principal as Perceived by Elementary School Teachers in Pitsanuloke," unpublished master's thesis, School of Education, Sri Nakkarin Wirote University, Prasarnmit, Thailand, 1974.

31. Nakornsri, Tinnakorn, "Principal's Role Behavior and Administrative Performance as Perceived by Selected Teachers," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1977.

32. Newburry, Allen Jr., "What Not to Look for in an Elementary School Principal Selection," National Elementary Principal, 56 (March/April, 1977), 43.

33. Otto, Henry J. and David C. Sauders, Elementary School Organization and Administration, New York, Appleton-Century Crofts, 1964.

34. Patin, Jackson L., "The Administrative Behavior of the Junior High School Principal," Dissertation Abstracts International, 30/04A (October, 1969), 1373, University of Southern California, Los Angeles.

35. Pinsompong, Grisudha, "A Study of Bangkok Municipal School Principals' Understanding of Administrative Principles and Concepts," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1966.

36. Poebandid, Kong, "Administrative Tasks of Elementary School Principals in the Northeastern Parts of Thailand," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1976.

44

37. Ranniger, Billy, "A Summary Study of the Job Responsi-bilities of the Elementary School Principal," Dissertation Abstracts International, 17/05A (November, 1962), 1988, University of Oregon.

38. Rasmussen, Roger, "The Principal's Leadership Behavior in Unusually Successful and Unsuccessful Elemen-tary Schools," Educational Research Quarterly, 1 (Spring, 1976).

39. Rattanawong, Pramuan, "Elementary School Principal's Instructional Leadership Role as Perceived by Educational Administrators, Provincial Council Committee in Naratiwat," unpublished master's thesis, School of Education, Sri Nakkarin Wirote, Prasarnmit, Thailand, 1976.

40. Rodprasert, Prachoom, "The Relationship of Academic Training and Educational Experience to the Administrative Effectiveness of Secondary School Principals as Perceived by Teachers in Educational Region I, Thailand," unpublished doctoral disser-tation, College of Education, University of Oklahoma, Norman, Oklahoma, 1977.

41. Rousseau, Allen J., "The Relationship of Academic and Experience Variables to the Success of Elementary School Principals," Dissertation Abstracts International, 31/07A (January, 1970), 3234, University of Oregon.

42. Schutz, William C., Procedures for Identifying Persons with Potential for Public School Administration Positions, Cooperative Research Project No. 677, Berkeley, California, University of California, 1961.

43. Sungroong, Suchart, "The Relationship of Leader Behavior and Job Satisfaction of Elementary School Teachers in the Central Part of Thailand," unpublished master's thesis, College of Education, Sri Nakkarin Wirote, Prasarnmit, Thailand, 1976.

44. Sweitzer, Robert E., Role Expectations and Perceptions of School Principals, Cooperative Research Project No. 1329, Stillwater, Oklahoma, Oklahoma State University, 1963.

45

45. Thomas, Jack E., "Management Training for Educational Administrators: Superintendents' Preferences," Dissertation Abstracts International, 32/09A (March, 1972), 5519, Stanford University.

46. Tongsonjit, Ponsea, "Administrative Role Behavior of the Elementary School Principal in Bangkok," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1975.

47. Warutabungkoon, Wijit,.and others, Administrative Roles and Duties of the Principal, Bangkok, Jaroenpone Press, 1978.

48. Weiser, Harold E. Jr., "A Study of the Relationship between Organizational Climate and Teacher Morale," Dissertation Abstracts International, 36/05A (November, 1974), 2566, New Orleans, Louisianna, University of New Orleans.

49. Woods, Thomas E., The Administration of Educational Innovation, Eugene, Oregon, Bureau of Educational Research, University of Oregon, 1967.

CHAPTER III

METHODOLOGY OF THE STUDY

The purpose of this study was to identify the relation-

ship of the elementary school principals1 and teachers'

perceptions of the elementary school principal's role

behavior in Ubon, Thailand. In order to complete the study,

the methodology used included four instruments, a popula-

tion sample, data collection, research design, and analysis

of data.

Instruments

The investigator used four questionnaires to collect

data from the principals and teachers in seventeen school

districts in Ubon, Thailand. The General Background

Information Questionnaire (principal) and the Principal's

Role Behavior Questionnaire (principal's version) were used

with the principals and the General Background Information

Questionnaire (teacher) and the Principal's Role Behavior

Questionnaire (teacher's version) were used with teachers.

General Background Information Questionnaire (GBIQ for Principals)

This questionnaire was designed to secure information

relating to the principal's general background including

46

47

sex, educational level, years of teaching experience, years

of administrative experience, numbers of teachers in school,

student population, and geographic location of school. It

included seven items designed to determine personal and

educational background information (Appendix A).

General Background Information Questionnaire (GBIQ for Teachers)

This questionnaire was designed to secure information

relating to teacher's general background including sex,

educational level, years of teaching experience, student

population, and geographic location of the school. It

included a total of five items designed to determine per-

sonal and educational background information (Appendix B).

The Principal's Role Behavior Questionnaire (PRBQ, Principal's Version)

This questionnaire was used in the study to determine

the principal's own perceptions concerning the area of

administrative behavior. It was developed by Gross

and his associates in the National Principalship Study in

1965. Measured by the Gutman Scale of Goodness, the

coefficient of reproducibility of the questionnaire (PRBQ)

is .978 (2, p. 24). DeHart (1, pp. 149-50) established

the validity of this questionnaire by having a panel of

judges validate each item of the questionnaire. The jury

panel was composed of a professor of educational

48

administration at North Texas State University, an instruc-

tor of educational administration at Southwest Texas State

University, a school superintendent of a medium size school

district, an administrative assistant of elementary educa-

tion in a large school district, a principal of an

elementary school, and a vice principal of an elementary

school. It was unanimously agreed that each item was

appropriate to be used to determine the role behavior of

the principal. The test-retest was also used by DeHart to

establish the reliability of this questionnaire. It was

found that reliability of the three components of the

questionnaire was .80 for educational leadership, .92 for

management, and .74 for human relations.

This questionnaire included twenty-three items dealing

with three major aspects of functions of educational

administration, namely: (1) the skills in handling the

human relations problem of educational organization, (2) the

ability to deal with routine managerial tasks, and (3) the

ability to offer educational leadership to the subordinates.

The skills in handling the human relations problem of

educational organization included five statements as follows:

2. Handling delicate interpersonal situations,

5. Obtaining parental cooperation with the school,

6. Resolving student discipline problems,,

49

14. Developing "esprit de corps" among teachers,

16. Handling parental complaints.

The ability to deal with routine managerial tasks

included ten statements as follows:

1. Running meetings or conferences,

3. Working with community agencies,

7. Directing the work of administrative assistants,

8. Cutting "red tape" when fast action is needed,

15. Revising school procedures in light of modern

educational practices,

17. Publicizing the work of the school,

18. Keeping the school office running smoothly,

19. General planning for the school,

22. Attracting able people to the school staff,

23. Knowing about the strengths and weaknesses of the

school program»

The ability to offer educational leadership to the

subordinates included eight statements as follows:

4. Getting teachers to use new educational methods,

9. Maximizing the different skills found in a

faculty,

10. Communicating the objectives of the school program

to the faculty,

11. Improving the performance of inexperienced

teachers,

50

12. Getting experienced teachers to upgrade their

performance,

13. Giving leadership to the instructional program,

20. Knowing about the strengths and weakness of

teachers,

21. Getting teachers to coordinate their activities.

There were seven possible answers for each item:

A = Outstanding, B = Excellent, C = Good, D = Fair, E =

Poor, F = Very poor, and N = Not applicable. The raw data

was valued consecutively from "0" through "6" with a value

of 0 representing not applicable; 1, Very poor; 2, Poor;

3, Fair; 4, Good; 5, Excellent; and 6, Outstanding

(Appendix C).

The Principal's Role Behavior Questionnaire (PRBQ, Teacher's Version)

This questionnaire has twenty-three items and was

submitted to the teachers. It dealt with the teachers'

feeling of how well they think their principals perform

specified duties. This questionnaire was basically the

same questionnaire designed for principals. The only

differences were minor differences in the "Directions" and

slight wording changes to make the questionnaire applicable

to teachers (Appendix D).

These four questionnaires were translated into Thai

before being given to the respondents (See Appendix E, F,

51

G, and H). The translation of the Principal's Role Behavior

Questionnaire (PRBQ) was then submitted to a selected panel

of experts in Thailand for validation. The panel consisted

of one college professor of educational administration, one

superintendent, two elementary school principals, and one

elementary school teacher (Appendix I). The panelists were

asked to consider whether each item was relevant to the role

behavior of the principals and whether each item was clearly

stated. A validity response space was provided in the

right-hand margin after each item. Three out of five panel

members were required to approve an item in order for the

item to be included in the final questionnaire. It was

unanimously agreed that each item was appropriate to be

used with the respondents and that each item was clearly

stated. Therefore, every item was included in the question-

naire .

The reasons why these questionnaires developed by

Gross and his associates were selected by the investigator

to be used in this study include the following.

1. The questionnaires consisted of different dimen-

sions of administrative performance rather than only one

dimension.

2. They were precise and easily understood.

3. They were appropriate in measuring the principal1s

role behavior.

52

4. They were culturally applicable to those respon-

dents in Ubon Province, Thailand.

Population Sample

Ubon Province is situated in the Northeastern area of

Thailand. Educationally, ubon is divided into seventeen

school districts. There are two types of elementary schools

in each district, both of which are government controlled.

The two organizational types are elementary schools of

grades one through four and elementary schools of grades

Qne through six.

The target population for the study consisted of

supervising principals and their teachers of government

controlled elementary schools of grades one through six

in those seventeen school districts in Ubon Province

during the 1970-1980 school year. The investigator

restricted the population to those government controlled

elementary schools of grades one through six because the

design of the study was restricted to perceptions of

teachers and principals in regard to the role behavior of

elementary school principals. Principals of elementary

schools of grades one through four normally teach with their

colleagues in addition to dealing with school administra-

tion. Since principals of elementary schools of grades

one through six are supervising principals, it was

53

determined to restrict the study to elementary schools of

grades one through six.

The investigator randomly selected two elementary

schools of grades one thorugh six of each school district

from the list provided by Ubon Department of Personnel.

Thus, there were thirty-four schools which included all

principals and every teacher of randomly selected schools

from seventeen school districts in Ubon Province. However,

thirty-four principals (100 percent) of the principal popu-

lation and 536 teachers (81.46 percent) of a population con-

sisting of 700 teachers ultimately participated in the study.

Since a 70 percent return from those principals and teachers

was required as being acceptable to complete the study, those

thirty-four principals (100 percent) and 536 teachers (81.46

percent) were sufficient to be used as a sample for this

study.

Data Collection

This study called for the collection of data from a

random sample of school principals and their teachers in

seventeen school districts of Ubon Province, Thailand. The

process of data collection from those respondents was

divided into four phases.

First, since the investigator himself was unable to

administer the questionnaire to the principals and teachers

in Ubon Province, Thailand, it was necessary that the

54

investigator find some volunteer to do the job. Therefore,

personal contact was made with many prospective volunteers

during July, 1979. Among those volunteers, Kamonwat

Kitjaroen, who is employed as a personnel administrator in the

Ubon City School System, was selected to represent the inves-

tigator in presenting the questionnaires and collecting the data,

Second, in October, 1979, the superintendent of each

school district in Ubon was sent an introductory letter which

requested cooperation and permission to use randomly selected

principals and teachers as participants in this study (Appen-

dix J) .

Third, in November, 1979, the selected principals were

mailed a personal letter notifying them of their school's

selection for the study. The letter explained the purpose

of the study and requested confidentiality of data obtained.

The importance for the respondents' anonymity were clearly

stated to potential respondents (Appendix K).

Finally, in December, 1979, the investigator's rep-

resentative made appointments with each elementary school

principal to administer the questionnaire to the principal

and his teachers. The representative gave the Principal's

Role Behavior Questionnaire (Principal's Version) and the

General Background Information Questionnaire (principals)

to the principals and the Principal1s Role Behavior

Questionnaire (Teacher's Version) and General Background

Information Questionnaire (teachers) to the teachers.

55

Each individual teacher, moreover, was given the investiga-

tor's personal letter explaining the purpose of the study

and requesting his or her cooperation (Appendix L). The

representative then read the instructions for completing

the questionnaire to the respondents to assure continuity

of instructions (Appendix M). The questionnaires were

collected immediately after they were completed by the

respondents. The process of administration of the ques-

tionnaires and data collection was conducted during

December, 1979, and January and February, 1980.

Analysis of Data

Computer processing at North Texas State University,

Denton, Texas, was used to assist in analyzing data and

statistical calculations. Thus, the following statistical

techniques were used in the study:

1. Descriptive Statistics

A. Calculation of means and standard deviations

of principal's perceptions of the principal's

role behavior as measured by the Principal's

Role Behavior Questionnaire (PRBQ, principal's

version).

B. Calculation of means and standard deviations

of teachers' perceptions of the principal's

role behavior as measured by the Principal's

Role Behavior Questionnaire (PRBQ, teacher's

version).

56

Inferential Statistics

A. A one-way analysis of variance was used to

determine if there were any significant

differences among teachers' perceptions of

their principal's role behavior within a

school as measured by the Principal's Role

Behavior Questionnaire (teacher's version)

when teachers were classified by sex, educa-

tional level, years of teaching experience,

student population, and geographic location

of school.

B. A one-way analysis of variance was used to


differences in teachers' perceptions among

schools as measured by the Principal's

Role Behavior Questionnaire (teacher's

version).

C. A one-way analysis of variance was used to


differences between principals' perceptions

of their own roles when principals were

classified by sex, educational level, years

of teaching experience, years of administra-

tive experience, number of teachers in school,

57

student population, and geographic location

of school.

D. A one-way analysis of variance was used to

dtermine if there were any significant

differences between teachers' perceptions

of the principal's role behavior as measured

by the Principal's Role Behavior (teacher's

version) and principal's perception of the

principal's role behavior as measured by

the Principal's Role Behavior Questionnaire

(principal's version).

The .05 level of significance was used as an accepted

standard. All calculated statistical values were considered

to be significant when they equaled or exceeded the tabled

value. Conversely, all calculated values were considered

not to be significant when they were smaller than the tabled

value (4, p. 220). The result of data analysis is presented

in the following chapter.

Summary

This study presented the methodology of the study.

It included instruments, population sample, data collec-

tion, and analysis of data.

Four questionnaires were used with teachers and

principals in Ubon, Thailand. The General Background

58

Information Questionnaire (principal) and the Principal's

Role Behavior Questionnaire (principal's version) were

used with principals and the General Background Information

Questionnaire (teacher) and the Principal's Role Behavior

Questionnaire (teacher's version) were used with the teachers,

The population sample of this study was composed of

all teachers and principals of randomly selected government

controlled elementary schools of grades one through six

in Ubon, Thailand. There were thirty-four principals

(100 percent) and 536 teachers (81.46 percent) from those

two randomly selected government controlled elementary

schools of grades one through six in each school district

of all seventeen school districts in Ubon, Thailand.

Since the investigator was unable to administer the

questionnaire and collect all data, the investigator's

representative went to selected schools in Ubon Province

to administrate the questionnaire, collect, and mail them

to the investigator.

Once the data were collected, the Computer Center at

North Texas State University was used to analyze the data.

Means and standard deviations of teachers' and principals'

perceptions were calculated. One-way analysis of variance

was also used to determine the perceptions of both teacher

and principal groups regarding the principal's role

59

behavior. The result of this data analysis will be pre-

sented in Chapter IV.


1. Dehart, James E., "A Study of Executive Professional Leadership of Principals within the Elementary Schools in Texas," unpublished doctoral disserta-tion, College of Education, North Texas State University, Denton, Texas, 1976.


3. Kerlinger, Fred N., Foundations of Behavioral Research, New York, Holt, Rinehart and Winston, Inc., 1973.

4. Roscoe, John T., Fundamental Research Statistics for the Behavioral Sciences, Holt, Rinehart and Winston, Inc., 1975.

60

CHAPTER IV

ANALYSIS OF DATA

The intent of this study was to identify the relation-

ship between elementary school principals' and teachers'

perceptions of the principal's role behavior in Ubon

Province, Thailand. The three areas of the principals'

role behavior under consideration involve administrative

functions: Human Relations, Management, and Educational

Leadership (1, p. 150). The procedures for treatment and

analysis of the data were organized in the following manner:

1. Presentation of data pertinent to elementary school

principals drawn from the General Background Information

Questionnaire (for principals) ;

2. Presentation of calculated means and standard dev-

iations of principals' perceptions of their role behavior

as measured by the Principal's Role Behavior Questionnaire

(principal's version);

3. Presentation of data pertinent to teachers drawn

from the General Background Information Questionnaire (for

teachers)•

4. Presentation of calculated means and standard

deviations of teachers' perceptions of the principal's role

behavior as measured by the Principal's Role Behavior Ques-

tionnaire (teacher's version);

61

62

5. Testing of null hypotheses.

The population sample studied was composed of thirty-

four principals (100 percent) and 536 teachers (81.46 per-

cent) of two randomly selected schools from each of the

seventeen school districts in Ubon, Thailand. Table I (p.

63) presents information regarding principals' responses

the General Background Information Questionnaire.

As reported in Table I, principals were classified by

sex, educational level, teaching experience, administrative

experience, the number of teachers in school, student popu-

lation, and geographic location of schools. There were

thirty-four principals (100 percent) participating in the

study, twenty-eight male principals (82.35 percent) and six

female principals (17.65 percent). The educational levels

of the participants included eight principals (23.52 percent)

who had received certificates of education, twenty-four prin-

cipals (70.60 percent) who had received associate degrees, and

two principals (5.88 percent) who had received Bachelor1s de-

grees. None of the principals had received the Master • s degree.

Principals varied in number of years of teaching exper-

ience. Thirteen principals (3 8.24 percent) had accumulated

six to ten years of teaching experience; three principals

(8.82 percent) possessed eleven to fifteen years of teaching

experience, while eighteen principals (52.94 percent) had

sixteen or more years of teaching experience (Table X)

63

TABLE I

GENERAL BACKGROUND INFORMATION ON RANDOMLY SELECTED ELEMENTARY SCHOOL PRINCIPALS IN UBON, THAILAND

Variables Number of Participants Percent

Sex Male 28 82.35 Female 6 17.65

Educational Level Certificate of Education 8 23.52 Associate Degree 24 70.60 Bachelor's Degree 2 5.88 Master's Degree 0 0.00

Years of Teaching Experience 1 to 5 years 0 0.00 6 to 10 years 13 38.24 11 to 15 years 3 8.82 16 years or more 18 52.94

Years of Administrative Experience 1 to 5 years 12 35.29 6 to 10 years 14 42.13 11 to 15 years 8 22.58 16 years or more 0 0.00

Number of Teachers in School 10 to 20 teachers 22 64.70 21 to 30 teachers 12 35.30 31 to 40 teachers 0 0.00 41 teachers or more 0 0.00

Student Population 1 to 300 students 7 20.59 301 to 600 students 27 79.41 601 to 900 students 0 0.00 900 students or more 0 0.00

Location of School City 7 20.59 Urban 12 35.29 Rural 15 44.12

64

When principals were classified by years of administra-

tive experience, it was determined that twelve (35.29 percent

had amassed one to five years of administrative experience,

fourteen (42.13 percent) possessed six to ten years of ad-

ministrative experience, and eight (22.58 percent) had

eleven to fifteen years of administrative experience. None

of the sample of principals had accumulated sixteen or more

years of administrative experience (Table I).

As indicated by the data presented in Table I, the

elementary school principals who participated in this study

were employed by schools staffed with varying numbers of

teachers. Twenty-two of the principals (64.70 percent) were

from schools which employed ten to twenty faculty members

while twelve of the principals (35.30 percent) were from schools

which employed twenty-one to thirty faculty members. None

of the principals worked in schools of more than thirty—one

to forty, or forty-one or more faculty members (Table I).

In addition, the student population varied among the

participating schools. Seven principals (20.59 percent)

were employed by schools with a student population of one to

300, while twenty-seven principals (79.41 percent) worked in

schools with a student population of from 3 01 to 600. No

principals were in schools with a student population of 601

to 900 and 900 or more (Table I).

The principals participating in this study represented

schools with different geographic locations. Seven

65

principals (20.59 percent) were employed by schools located

within cities, twelve principals (35.29 percent) were in

schools located in urban areas, while fifteen principals (44.12

percent) were in schools located in rural areas (Table I).

The perceptions of these principals of their own role

behavior was measured by the Principal's Role Behavior Ques-

tionnaire (principal's version), an instrument composed of

twenty-three questions which relate to three administrative

functions performed by principals: (1) Human Relations,

(2) Management, and (3) Educational Leadership. Specific

questions found in each of the three areas were previously

reported in Chapter III. The data drawn from their recorded

perceptions are indicated in Table II.

As reported in Table II, the mean of perceptions held

by male principals of the three administrative functions was

102.74. The individual area means of principals' percep-

tions of administrative function were: 22.82 in Human Rela-

tions, 44.78 in Management, and 35.14 in Educational Leadership.

The standard deviation of their perceptions was 19.51, while

the standard deviations in individual areas of administra-

tive functions were 4.25 in Human Relations, 7.51 in Manage-

ment, and 5.75 in Educational Leadership.

In contrast, the mean of the perceptions held by female

principals concerning the three administrative functions was

111.09, while their individual means of administrative

66

TABLE II

MEANS AND STANDARD DEVIATIONS OF PRINCIPALS' PERCEPTIONS OF THE PRINCIPAL'S

ROLE BEHAVIOR

Variables

Administrative Functions

Total

Variables

Human Relations Management

Educa-tional

Leadership Total

Variables Mean SD Mean SD Mean SD Mean SD

Sex Male 22.82 .4.25 44.78 7.51 35.14 5.75 102.74 19.51 Female 24.66 3.61 48.00 10.63 39.33 6.23 111.99 20.52

Educational Levels

Certificate 24.00 4.53 46.25 9.22 36.00 6.98 106.25 20.73 A.A. 23.08 4.13 45.08 8.04 36.04 5.86 104.20 18.03 B. A. 20.50 3.53 45.00 7.07 33.50 6.36 99.00 16.96 M. A. 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Teaching Experience

1-5 years 0.00 0.00 0.00 0. 00 0.00 0.00 0.00 0.00 6-10 years 24.15 3.60 46.53 8.34 37.15 5.27 107.83 17.21 11-15 years 23.71 2.08 45.42 5.50 35.85 4.16 104.98 11.74 16 years 19.42 .4.72 38.85 8.37 32.14 6.72 90.41 .19.81

Administrative Experience

1-5 years 24.50 4. 21 48.83 8.16 37.91 6.37 111.24 18.74 6-10 years 23.71 3.66 45.42 6.99 35.85 5.77 104.98 16.42 11-15 years 19.42 3.50 38.85 7.38 32.14 4.94 90.41 15.82 16 years 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Number of Teachers in School

10-20 22.86 4.25 43.77 7.66 35.04 5.59 101.67 17.50 21-30 23.90 4.20 49.45 7.50 37.81 6.76 111.16 18.46 31-40 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 41 i 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TABLE II--Continued

67

Var iables


Total

Var iables


Educa-tional

Leadership Total

Var iables Mean SD Mean SD Mean SD Mean SD

Student Population

1-300 23.00 3.65 42.42 5.96 35.57 5.82 100.99 15.43 301-600 28.18 4.34 46.11 8.44 35.96 6.12 105.25 18.90 601-900 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 901 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Location of Schools

City 22.28 6.60 45.42 10.87 34.85 7.64 102.56 25.11 Urban 23.90 3.26 46.25 8.75 36.75 5.24 106.91 17.25 Rural 22.93 3.57 44.60 6.40 35.66 6.03 101.19 16.00

functions were 24.66 in Human Relations, 48.00 in Management,

and 39.33 in Educational Leadership. Thus, the standard

deviation of the perceptions of female principals was 20.52.

The standard deviations of the perceptions of the individ-

ual administrative functions were 3.61 in Human Relations,

10.63 in Management, and 6.23 in Educational Leadership

(Table II).

When principals were classified by their educational

level attained (Table II) , the mean of the perceptions con-

cerning the three administrative functions indicated by

63

those principals holding certificates of education was

106.25; this included individual means of 24.00 in Human

Relations, 46.25 in Management, and 36.00 in Educational

Leadership. The standard deviation of their perceptions

relative to the three administrative functions was 20.73,

which included standard deviations of 4.53 in Human Rela-

tions, 9.22 in Management, and 6.98 in Educational Leader-

ship.

Principals possessing associate degrees indicated the

mean of perceptions of the three administrative functions

of 104.20; moreover, the individual means were 23.08 in

Human Relations, 45.08 in Management, and 36.04 in Educa-

tional Leadership. The standard deviation of their percep-

tions relative to the three administrative functions was

18.03, which included a standard deviation of 4.13 in the

area of Human Relations, 8.04 in Management, and 5.86 in

Educational Leadership (Table II).

In contrast, principals with Bachelor's degrees indi-

cated a mean of the three administrative functions of 99.00,

while means in each of the individual areas relative to

administrative functions were 20.50 in Human Relations,

45.00 in Management, and 33.50 in Educational Leadership.

The standard deviation of principals' perceptions of the

three administrative functions remained as 16.96, which

69

included 3.53 in Human Relations, 7.07 in Management, and

6.36 in Educational Leadership.

When classified by years of teaching experience

(Table II), principals accumulating six to ten years of

teaching experience had a mean of perceptions of all admin-

istrative functions of 107.83. The means relative to each

of the individual administrative functions exhibited a 24.15

in Human Relations, 46.53 in Management, and 37.15 in Educa-

tional Leadership. The standard deviation of the percep-

tions of the three administrative functions was 17.21, which

included standard deviations of 3.60 in the area of Human


Leadership.

Principals possessing eleven to fifteen years of

teaching experience (Table II) indicated a mean relative

to the three administrative functions of 104.98. The

individual means of administrative functions were 23.71

in Human Relations, 45.42 in Management, and 35.85 in

Educational Leadership. The standard deviation of

their perceptions concerning the three administrative

functions was 11.74, including the individual standard

deviations of 2.08 in Human Relations, 5.50 in Management,

and 4.16 in Educational Leadership.

As reported in Table II, the mean of the percep—

tions of principals possessing sixteen or more years of

70

teaching experience was 90.41, while individual means

relative to administrative functions were 19.42 in Human


Leadership. The standard deviation of principals' percep-

tion of the three administrative functions was 19.81.

Standard deviations of individual administrative functions

included 4.72 in Human Relations, 8.37 in Management, and

6.72 in Educational Leadership. No data exists for prin-

cipals who had one to five years of teaching experience.

When principals were classified by years of adminis-

trative experience (Table II), those with one to five years

of such experience were found to have a mean relative to

the perceptions of the three administrative functions of

111.24. The means of individual administrative functions

indicated a 24.50 in Human Relations, 48.83 in Management,

and 37.91 in Educational Leadership. The standard devia-

tions of their perceptions of administrative functions

proved to be 18.74, while individual standard deviations

were 4.21 in Human Relations, 8.16 in Management, and

6.37 in Educational Leadership.

The mean of principals' perceptions, of those possess-

ing six to ten years of administrative experience, of the

three administrative function areas was 104.98. The means

of each individual administrative function proved to be

23.71 in Human Relations, 45.42 in Management, and 35.85 in

71

Educational Leadership. The standard deviation of their

perceptions of the three functions was 16.42, while the

administrative functions separately indicated a standard

deviation of 3.66 in Human Relations, 6.99 in Management,

and 5.77 in Educational Leadership (Table II).

The category of principals having eleven to fifteen

years of administrative experience, however, noted a mean

of perceptions concerning administrative functions of 90.41.

In addition, the mean in the area of Human Relations was

19.42, while the mean of Management was 38.85, and the mean

of Educational Leadership was 32.14. Thus, the standard

deviation of the principals' perceptions concerning the

three administrative functions was 15.82. The individual

standard deviations of administrative functions proved to be

3.50 in Human Relations, 7.38 in Management, and 4.94 in

Educational Leadership (Table II).

When classified by the number of teachers in their

respective schools (Table II), principals from schools

employing ten to twenty faculty members showed a mean

relative to perceptions of the three administrative func-

tions of 101.67. The means of each individual administra-

tive function ranged from 22.86 in Human Relations and

43.77 in Management to 35.04 in Educational Leadership.

Moreover, the standard deviation of their perceptions of

the three administrative functions was 17.50, The

72

individual standard deviations were 4.25 in Human Relations,


The mean of principals' perceptions, those who worked

in schools employing twenty-one to thirty faculty members

was 111.16. The means relative to individual administrative

functions indicated a 23.90 in Human Relations, 49.45 in

Management, and 37.81 in Educational Leadership, The stan-

dard deviation of their perceptions of the three administra-

tive functions was 18.46. Standard deviations for each

individual administrative function allowed a 4.20 in Human


Leadership (Table II). However, no principals from schools

possessing thirty—one to forty and forty—one or more faculty

members were represented in the study.

The mean of the perceptions of principals concerning

the three administrative functions, principals working in

schools with a student population of one to 300 was 100.99.

The means of each of the administrative functions were 23.00


Educational Leadership. While the standard deviation of

principals" perceptions regarding the three administrative

functions was 15.43, the individual standard deviations of

the administrative functions were calculated to be 3.65 in

Human Relations, 5.96 in Management, and 5.82 in Education-

al Leadership (Table II).

73

The mean of the perceptions concerning the three

administrative functions held by principals of schools

with a student population of 301 to 600 was 105.25. The

means of the individual administrative functions were

28.18 in Human Relations,. 46.11 in Management, and 35.96

in Educational Leadership. Thus, the standard deviations

of the principals' perceptions of administrative functions

was 18.90, while standard deviations of each of the

individual administrative functions were 4.34 in Human


Leadership (Table II). No data on principals of schools

with a student population of 601 to 900 and 901 or more

were available.

When principals were classified by geographic location

of their schools, it was discovered that those principals

of city schools exhibited a mean of their perceptions of

the three administrative functions as that of 102.56.

The means of the functions considered individually were

22.28 in Human Relations, 45.42 in Management, and 34.85

in Educational Leadership. The standard deviation figure

of the three administrative functions was 25.11, which

included individual deviations of 6.60 in Human Relations,


(Table II).

74

Principals whose schools were located in urban areas

(Table II) exhibited a mean relative to their perceptions

of the three administrative functions of 106.91; the means

of the individual administrative functions proved to be

a 23.90 in Human Relations, 46.25 in Management, and 36.75

in Educational Leadership. The standard deviations of the

principals1 perceptions concerning the three administrative

functions was 17.25. The standard deviations of the

individual administrative functions were found to be 3.26


tional Leadership.

Those principals representing schools located in rural

areas (Table II) indicated a mean relative to their percep-

tions of the three administrative functions as that of

101.19; moreover, the means of each of the individual

administrative functions included 22.93 in Human Relations,


Their standard deviation of the perceptions relative to

the three administrative functions was 16.00, while the

standard deviations of the individual administrative func-

tion areas were 3.57 in Human Relations, 6.40 in Management,

and 6.03 in Educational Leadership.

Tables I and II display data covering the elementary

school principals and the calculated means and standard

75

deviations of their perceptions. Data which concerns the

teachers in accordance with the General Background Informa-

tion Questionnaire may be found in Table III.

As indicated by Table III, for the purposes of this

study, teachers were classified by sex, educational level, years

of teaching experience, and student population of their

schools, as well as geographic locations of their schools. *

Among those 536 teachers involved in this study, 199 teachers

(37.13 percent) were male and 337 (62.87 percent) were

female.

The teachers also varied in degree of educational

qualifications. Of the population studied, there were 125

teachers (24.32 percent) who held certificates of education,

while 374 (68.78 percent) held associate degrees. Thirty-

five of the teachers (6.53 percent) held Bachelor's degrees;

only 2 teachers (.37 percent) held Master's degrees

(Table III).

Years of teaching experience also varied among the

teachers surveyed (Table III) . There were 81 teachers

(15.11 percent) who had one to five years of teaching

experience, while 163 teachers (30.41 percent) had accumu-

lated six to ten years of teaching experience. Eighty-

seven teachers (16.23 percent) possessed eleven to fifteen

years of teaching experience, and 205 teachers (38.25

percent) surpassed sixteen years.

76

TABLE III

GENERAL BACKGROUND INFORMATION ON RANDOMLY SELECTED ELEMENTARY SCHOOL TEACHERS IN UBON, THAILAND

Number of Classification Participants Percent

Sex Male 199 37.13 Female 337 62.87

Educational Level Certificate of Education 125 24.32 Associate Degree 374 68.78 Bachelor's Degree 35 6.53 Master's Degree 2 .37

Years of Teaching Experience 1 to 5 years 81 15.11 6 to 10 years 163 30.41 11 to 15 years 87 16. 23 16 years or more 205 38.25

Student Population 1 to 300 students 81 15.11 301 to 600 students 455 84.89 601 to 900 students 0 0.00 901 or more students 0 0.00

Location of Schools City 112 22.89 Urban 184 34.32 Rural 240 43.79

The teachers who participated in this study (Table III)

represented schools of varying sizes. There were 81

teachers (15.11 percent) who were employed by schools with

student populations of 1 to 300, while 455 teachers (84.89

percent) were instructing in schools exhibiting student

77

populations of 301 to 600. None of the teachers taught in

schools enrolling a student population of 601 to 900 or 901

or more students.

When teachers were classified by the geographic loca-

tions of their schools (Table III), it was discovered that

112 teachers (22.89 percent) were working in schools within

cities, while 184 teachers (34.32 percent) were teaching in

urban schools; in addition, 240 teachers (43.79 percent)

were employed by rural area schools.

The perceptions of these teachers regarding their

principals' role behavior was measured by the Principal's

Role Behavior Questionnaire (teacher's version). This

questionnaire was composed of twenty-three questions dealing

with three administrative functions: (1) Human Relations,

(2) Management, and (3) Educational Leadership. Specific

questions included in each of the three areas were reported

previously in Chapter III. Data relative to teachers'

perceptions of their principals' role behaviors were calcu-

lated and are presented in Table IV.

As reported in Table IV, male teacher perceptions of

the three administrative functions of the principals

indicated a mean of 91.29, while the individual means

of their perceptions proved to be a 19.81 in Human Relations,


Moreover, the standard deviations of teacher perceptions

78

TABLE IV

MEANS AND STANDARD DEVIATIONS OF TEACHERS' PERCEPTIONS OF THE PRINCIPAL'S

ROLE BEHAVIOR

Var iables


Total

Var iables

Human Relations

|

Management

Educa-tional

Leadership Total

Var iables Mean ; SD Mean SD Mean SD Mean SD

Sex Male 19.81 , 4.40 40.53 8.09 ,30.95 ; 7.30 , 91.29 .19.79 Female 19.07 4.12 38.99 8.08 29.82 6.93 87 .88 19.13

Educational Level

Certificate 19.35 4.17 39.04 7.99 29.89 6.81 88.29 18.97 A. A. 19.36 4.28 39.77 8.21 30.40 7.21 89.53 19.70 B. A. 19.08 4.21 39.11 7.73 29.68 6.94 87.87 18.88 M. A. 21.00 1.41 40.50 4.94 22.00 2.82 81.50 9.17

Teaching Exper ience

1-5 years 19.12 .4.16 38.61 8.31 . 29.50 ,1.42 87.23 19.89 6-10 years 19.28 4.50 39.46 8.16 30.01 7.00 88.75 19.66 11-15 years 19.41 4.29 39.74 8.15 30.25 7.16 89.40 19.60 16 years or 19.46 4.06 39.94 8.00 30.11 7.00 89.51 19.06 more

Student Population

1-300 19.81 4.42 40.87 8.38 31.55 7.83 92.23 20.63 301-600 19.26 4.21 39.33 8.05 30.01 6.93 88.60 .19.19 601-900 0.00 0.00 0.00 0.00 0.00 0. 00 0.00 0.00 901 or more 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

TABLE IV—Continued

79



Educa-tional

Leadership Total

Var iables . Mean SD . Mean SD Mean SD Mean SD

Location of School

City Urban Rural

18.64 19.12 19.82

.3.95 4.09 4.43

,38.97 39.05 40.19

,7.32 8.00 8.51

,29.18 30.05 30.83

,6.91 6.66 7.42

86.80 88.22 90.84

18.18 18.75 20.36

concerning the three administrative functions was 19.79,

including standard deviations of the individual administra-

tive functions of 4.40 in Human Relations, 8.09 in Manage-

ment, and 7.30 in Educational Leadership.

The perceptions of female teachers exhibited a

mean in the three administrative functions of 87.88, while

the means of individual functions included 19.07 in Human


Leadership. Thus, the standard deviation of teachers'

perceptions proved to be a 19.13, which included standard

deviations in each of the administrative functions of 4.12


tional Leadership (Table IV).

80

When teachers were classified by their educational

level (Table IV), data interpretation indicated that the

mean of certificate of education holders' perceptions

relative to the three administrative functions was 88.29.

The means of each of the administrative functions were 19.135

in the area of Human Relations, 39.04 in Management, and

29.89 in Educational Leadership. Thus, the standard devia-

tion of teachers' perceptions regarding the three adminis-

trative functions was 18.97, which included standard devia-

tions of the individual functions as 4.17 in Human Rela-

tions, 7.99 in Management, and 6.81 in Educational

Leadership.

Data interpretation relative to Table IV indicated

that the mean of the associate degree teachers' perceptions

regarding the three administrative functions was 89.53,

which included the means for each of the administrative

functions of 19.36 in Human Relations, 39.77 in Management,

and 30.40 in Educational Leadership. The standard deviation

of teachers' perceptions was 19.70, while individual stan-

dard deviations of each administrative function were 4.28


tional Leadership.

The perceptions of those teachers who had received

Bachelor's degrees (Table IV) showed the mean of 87.87.

Means regarding these individual administrative functions

81

were found to be 19.08 in Human Relations, 39.11 in Manage-

ment, and 29.6 8 in Educational Leadership. This group of

teachers exhibited the standard deviation of 18.88, which

included standard deviations of 4.21 in the area of Human


Leadership.

The perceptions of teachers holding Master's degrees

of the three administrative functions showed a mean of

81.50, while the means of each of the administrative

functions, considered individually, were 21.00 in Human


Leadership. The standard deviation of teacher perceptions

of the three administrative functions was 9.17, thus

including the individual standard deviations of 1.41 in

the area of Human Relations, 4.94 in Management, and 2.82

in Educational Leadership (Table IV).

Teachers classified by years of teaching experience

provided the successive consideration. According to

Table IV, the data indicated that, for teachers with from

one to five years of classroom experience, the mean of

perceptions regarding the three administrative functions

was 87.23. The means of each of the administrative func-

tions were 19.12 in Human Relations, 38.61 in Management,

and 29.50 in Educational Leadership. The standard devia-

tion of teachers' perceptions of the administrative function

82

was 19.89, while the individual standard deviations proved

to be 4.16 in Human Relations, 8.31 in Management, and 7.42

in Educational Leadership.

For those teachers who had taught from six to ten

years, the mean of perceptions relative to administrative

function was 88.75. Means for each of the administrative


and 30.01 in Educational Leadership. Moreover, the standard

deviation of their perceptions concerning the three admin-

istrative functions was 19.66, while'the individual standard

deviations of administrative functions were found to be 4.50


tional Leadership (Table IV).

Teachers who had instructed from eleven to fifteen

years indicated a mean of their perceptions as that of 89.40,

and means of individual administrative functions of 19.41


Educational Leadership. The standard deviation of the

teachers' perceptions of the three administrative functions

proved to be 19.60, while standard deviations for the

administrative functions were 4.29 in Human Relations,


(Table IV).

For teachers who had instructed for sixteen or more

years, the data indicated a mean of 89.51 as well as

83

individually determined means of 19.46 in Human Relations,


The, the standard deviation figure of teacher perceptions

concerning the three administrative functions was found to

be 19.06; the standard deviations of each of the individual

functions included 4.06 in Human Relations, 8.00 in Manage-

ment, and 7.00 in Educational Leadership (Table IV).

When teachers were classified by a student population

in their respective schools of from one to 300 (Table IV),

the data indicated that the mean of teacher perceptions was

92.23, while means of each of the administrative functions

were reported as 19.81 in Human Relations, 40.87 in Manage-

ment, and 31.55 in Educational Leadership. Thus, the

standard deviation of teacher perceptions of the three

administrative functions was 20.63 and standard deviations

for each of the individual functions proved to be 4.24 in

the area of Human Relations, 8.38 in Management, and 7.83

in Educational Leadership.

The mean of the perceptions held by teachers in schools

with student populations of from 301 to 600 regarding the

three administrative functions was noted as 88.60. The

means of individual administrative functions, in turn,

proved to be 19.26 in Human Relations, 39.33 in Management,

and 30.01 in Educational Leadership. Thus, the standard

deviation of teacher perceptions concerning the three

84

administrative functions was 19.19. Standard deviations of

te individual administrative functions were 4.21 in the area

of Human Relations, 8.05 in Management, and 6.93 in Educa-

tional Leadership (Table IV). No data were available, how-

ever, on teachers employed in schools with student popula-

tions of from 601 to 900 and 901 or more.

When classified by geographic location of schools, it

was discovered that teachers whose schools were in cities

exhibited the mean of their perceptions of the three admin-

istrative functions as 86.80. Means of the individual

administrative function areas included an 18.64 in Human


Leadership. Moreover, the standard deviation of teacher

perceptions of the administrative functions was 18.18 and

standard deviations of the individual administrative func-

tions were found to be 3.95 in Human Relations, 7.32 in

Management, and 6.91 in Educational Leadership (Table IV).

Data interpretation of urban school teachers' percep-

tions concerning the three administrative functions indicated

that the mean figure was 88.22, The means of individual

administrative functions were 19.12 in Human Relations, 3 9.05

in Management, and 30.05 in Educational Leadership. Thus,

the standard deviation of teachers' perceptions regarding

the three administrative functions was 18.75, while standard

deviations for each of the individual administrative

85


and 6.66 in Educational Leadership (Table IV).

The mean of rural school teacher perceptions of the

three administrative functions was determined to be 90.84,

while the means of each of the individual administrative

functions proved to be 19.82 in Human Relations, 40.19 in

Management, and 30.83 in Educational Leadership. Thus,

the standard deviation of their perceptions regarding the

three administrative functions was reported as 20.36. In

addition, the standard deviations of individual administra-

tive functions were 4.43 in Human Relations, 8.51 in

Management, and 7.42 in Educational Leadership (Table

IV) .

In order to determine the perceptions of teachers

and principals of the principal's role behavior, a one-

way analysis of variance was employed to test all null

hypotheses. A .05 level of significance was established

for testing the data. Hypothesis I, stated below, was

tested:

Hypothesis I

There are no significant differences among the teachers' perceptions of principal1s role behavior within a school as measured by the Principal's Role Behavior Questionnaire (teacher's version) when teachers are classified by sex, educational level, years of teaching experience, student pop-ulation, and geographic location of school.

86

The result of the testing for Hypothesis I indicated

that when teachers of each school were classified by sex,

the calculated F values of the significant differences in

perceptions of teachers were found only in schools numbered

6, 8, and 30. The calculated F values of the perceptions of

the teachers in the remaining schools were not significant.

The calculated F values of the perceptions of teachers

in school 6 were 3.01 in the area of Human Relations, 9.10

in Management, 6.23 in Educational Leadership, and 4.52 in

the "total" administrative functions area. The tabled F

value required for the data to be significant was designated

as 4.49; therefore, there were significant differences in

the perceptions of teachers in school 6 in areas of Manage-

ment, Educational Leadership, and the three administrative

functions (Appendix N, Table XX).


employed in school 8 were 12.70 in Human Relations, 10.53


all three administrative functions. The tabled F value

required for the data to be significant was 5.12; there-

fore, significant differences in the perceptions of teachers

from school 8 occurred in Human Relations, Management,

Educational Leadership, and the three administrative func-

tions (Appendix N, Table XXVI).

87


from school 30 were 4.09 in Human Relations, 6.75 in

Management, 2.56 in Educational Leadership, and 4.50 in

the three administrative function areas. The tabled F

value required for data to be significant, however, was

established at 4.60. As a result, significant differences

in teachers' perceptions were apparent solely in the area

of Management (Appendix N, Table LXXXIII).

A one-way analysis of variance could not be used to

determine the perceptions of teachers from schools 10, 21,

26, and 33, for it required that there be at least two

subjects in each group per school. All teachers in schools

10 and 21 were male, while thirteen male and one female

teachers were employed by school 26. Lastly, one male and

eleven female teachers were employed in school 33. There-

fore, no statistical analysis could be made for these

schools.

When teachers of each school were classified by their

educational levels, it was discovered that only the cal-

culated F values of the perceptions of teachers employed by

schools 14, 17, and 32 were significant, while the calcu-

lated F values of teachers' perceptions in the remaining

schools proved not to be significant.

The calculated F values of the perceptions held by

teachers in school 14 proved to be 8.03 in the area of

88

Human Relations, 15.91 in Management, 9.47 in Educational

Leadership, and 13.74 in the three administrative functions.

The tabled F value required for the data to be significant

was 4.49; thus, significant differences in perceptions of

teachers in school 14 occurred in Human Relations, Manage-

ment, Educational Leadership, and all three administrative

functions (Appendix N, Table XLII).


in school 17 were 4.46 in Human Relations, 6.09 in Manage-

ment, 5.07 in Educational Leadership, and 5.59 in the

three administrative functions. The tabled F value required

for data to be significant in this instance was 4.41.

Therefore, significant differences were evidenced among the

perceptions of teachers in school 17 in the areas of Human

Relations, Management, Educational Leadership, and in the

three administrative functions (Appendix N, Table LI).

The calculated F values of perceptions of teachers in

school 32 proved to be 2.14 in Human Relations, 3.53 in

Management, 7.49 in Educational Leadership, and 4.56 in

the three administrative functions; however, the tabled F

value required for the data to be significant was 4.75.

As a result, significant differences in perceptions of

teachers from school 32 occurred in the Educational

Leadership area only (Appendix N, Table XC) .

89

Relative to the educational level of teachers, the

perceptions of teachers from schools 9, 10, 20, 21, and 26

could not be determined. All teachers from schools 20 and

26 had received associate degrees, eleven of the teachers

had received certificates of education, and only one teacher

from school 9 had received an associate degree. In school

10, one teacher had received a certificate of education,

eleven received associate degrees, and one had received the

Bachelor's degree. In school 27, ten teachers had received

associate degrees and only one teacher possessed the

Bachelor's degree. As a result, a one-way analysis of

variance could not be used to determine the perceptions of

teachers in those schools because it required that there be

at least two subjects in each individual group of each

school.

When teachers from each school were classified by years

of teaching experience, the calculated F values of the per-

ceptions of teachers employed by schools 8, 18, and 32 were

found to be significant, while the calculated F values of

perceptions of teachers from the remaining schools were not

significant.


in school 8 were 25.60 in Human Relations, 15.3 6 in Manage-

ment, 10.33 in Educational Leadership, and 15.59 in the area

of the three administrative functions. The tabled F value

90

required for the data to be significant in this case was

5.32; therefore, significant differences in the perceptions

of teachers from school 8 in Management, Educational Leader-

ship, and total of the administrative functions did exist

(Appendix N, Table XXVIII).


in school 18 were 4.86 in Human Relations, 3.01 in Manage-

ment, 1.15 in Educational Leadership, and 2.38 in the three

administrative functions. The tabled F value required for

the data to be significant in this case was 3.81; therefore,

significant differences in the perceptions of teachers from

school 18 in Human Relations did exist (Appendix N,

Table LV).

The calculated F values of perceptions of teachers

employed in school 32 were 1.74 in Human Relations, 1.87


the three administrative functions. The tabled F value

required for the data to be significant was 3.59. There-

fore, significant differences among the perceptions of

teachers in school 32 occurred in the Educational Leadership

area only (Appendix N, Table XCI)

The perceptions of teachers from school 20, however,

could not be determined because the teachers had each

acquired sixteen or more years of teaching experience. A

one-way analysis of variance could not be used to determine

91

the perceptions of teachers from that school because it

required that there were at least two subjects in each

group compared. Teachers in school 20 were classified in

the same experience level.

In addition, a statistical analysis could not be con-

ducted on the perceptions of teachers employed in a particu-

lar school relative to the student population and geographic

location of school categories if teachers appeared to be

grouped closely within each individual school, much like

the previously mentioned teacher experience category.

Therefore, the perceptions of teachers could not be deter-

mined for these areas.

Although there were significant differences in per-

ceptions of teachers in some schools regarding the princi-

pal s role behavior, the total of differences regarding

Hypothesis I was not significant at the .05 level of

significance. Consequently, Hypothesis I was retained.

A one-way analysis of variance was employed to test

the null Hypothesis II in order to determine the perceptions

of teachers of the principal's role behavior; a .05 level

of significance was established for testing the data.

Hypothesis II was stated previously in Chapter I as

follows:

Hypothesis II

There are no significant differences in teacher perceptions among all the schools of the principal's

92

role behavior as measured by the Principal's Role Behavior Questionnaire (teacher's version).

It was found that the calculated F values of the

perceptions of teachers among the thirty-four schools were

not significant among those who had received certificates

of education, Bachelor's degrees, and had accrued eleven

to fifteen years of teaching experience. However, the

calculated F values of the perceptions of teachers among

the thirty-four schools as classified by sex, student

population, geographic location of schools, and of those

who had received associate degrees as well as accrued one

to five, six to ten, or sixteen or more years of teaching

experience proved to be significant.

The calculated F values of the perceptions of male

teachers indicated 1.45 in the Human Relations area, 1.53


all three administrative functions. The tabled F value

required for data significance was 1.39. Therefore,

significant differences in the perceptions of male teachers

in these categories did occur (Appendix N, Table XCVII).

The calculated F values of the perceptions of female

teachers were 1.64 in Human Relations, 2.06 in Management,

1.89 in Educational Leadership, and 1.90 in the three

administrative functions. In this instance, the tabled F

value required for data significance was 1.46. As a result,

93

there were significant differences in the perceptions of

female teachers evidenced in all areas (Appendix N, Table

XCVIII).


who had earned associate degrees proved to be 1.99 in Human

Relations, 2.40 in Management, 2.46 in Educational Leader-

ship, and 2.37 in the three administrative functioons. The

required tabled F value for data to be significant was 1.39.

Therefore, significant differences in perceptions of teachers

in the areas of Human Relations, Management, Educational

Leadership, and the three administrative functions occurred

(Appendix N, Table C).


who possessed one to five years of teaching experience were

1.92 in Human Relations, 2.39 in Management, 1.81 in Educa-

tional Leadership, and 2.71 in the three administrative func-

tions. The required tabled F value for data to be signifi-

cant was 1.61. Therefore, significant differences in per-

ceptions of teachers in the areas of Human Relations,

Management, Educational Leadership, and the three adminis-

trative functions occurred (Appendix N, Table CII).


who possessed six to ten years of teaching experience were

1.57 in Human Relations, 1.42 in Management, 1.78 in Educa-

tional Leadeship, and 1.61 in the total of the administrative

94

functions. In this instance, the tabled F value required

for data significance was 1.46. Therefore, there were sig-

nificant differences in the perceptions of teachers who had

acquired six to ten years of teaching experience in Human

Relations, Educational Leadership, and total administrative

functions (Appendix N, Table CIII).


who had accrued sixteen or more years of teaching experience

were 2.35 in Human Relations, 2.12 in Management, 2.55 in Edu-

cational Leadership, and 2.33 in the three administrative

functions. The tabled F value required for data to be signifi-

cant, in this case, was 1.46. As a result, significant differ-

ences in the perceptions of teachers who had such experience lev-

els in the above mentioned areas did occur (Appendix N, Table CV) ,

The calculated F values of perceptions held by teachers

who taught in schools having a student population of one to

3 00 were 1.95 in Human Relations, 3.02 in Management, 2.59

in Educational Leadership, and 2.71 in the three administra-

tive functions. The required tabled F value for data sig-

nificance was 2.01. Therefore, significant differences in

the perceptions of these teachers in Management, Educational

Leadership and the three administrative functions did occur

(Appendix N, Table CVI).


who taught in schools having a student population of 301 to

600 were 2.09 in Human Relations, 2.31 in Management, 2.20

95

Educational Leadership, and 2.21 in the three administrative

functions. The required tabled F value for data significance

was 1.46. Therefore, significant differences in the percep-

tions of these teachers in Human Relations, Management, Edu-

cational Leadeship, and the three administrative functions

did occur (Appendix N, Table CVII).


who were employed by schools located in cities were 2.48 in

Human Relations, 6.46 in Management, 5.13 in Educational Lead-

ership, and 5.16 in the three administrative functions. In

this case, the tabled F value required for data significance

was determined to be 2.10. Therefore, significant differ-

ences in teachers' perceptions in the areas of Human Relations,

Management, Educational Leadership, and the three administra-

tive functions were apparent (Appendix N, Table CVIII).


who were employed by urban area schools were 2.24 in the

area of Human Relations, 1.98 in Management, 1.98 in Education-

al Leadership, and 1.96 in the total of the administrative

functions. The tabled F value required for data to be sig-

nificant was established as 1.75. Asa result, significant

differences occurred in the perceptions of teachers rela-

tive to Human Relations, Management, Educational Leadership,

and the three administrative functions (Appendix N, Table CIX) .

The calculated F values of perceptions of teachers who

were employed by rural area schools proved to be 1.68 in

96



The tabled F value necessary for data to be designated as

significant was established as 1.67. Thus, significant

differences in the perceptions of teachers in the "rural

area" category occurred in the areas of Human Relations,

Management, Educational Leadership, and the three adminis-

trative functions (Appendix N, Table CX).

Although there were no significant differences in the

perceptions of groups of teachers who had received certifi-

cates of education or Bachelor's degrees and had accrued

eleven to fifteen years of teaching experience, the total

differences in perceptions of teachers among thirty-four

schools were significant at the .05 level of significance.

Consequently, Hypothesis II was rejected.

A one-way analysis of variance was employed to test

the null Hypothesis III in order to determine the percep-

tions of principals of the principal's role behavior; a

.05 level of significance was established for testing the

data. Hypothesis III was stated previously in Chapter I

as follows:

Hypothesis III

There are no significant differences between principals' perceptions of their role behavior as measured by the Principal's Role Behavior Question-naire (principal's version) when principals were classified by sex, educational level, years of teach-ing experience, years of administrative experience, number of teachers in school, student population, and geographic location of school.

97

It was found that the calculated F values of the per-

ceptions of principals classified only by years of adminis-

trative experience was significant. The calculated F

values representing all other classifications including sex,

educational level, years of teaching experience, number of

teachers in school, student population, and geographic loca-

tion of school were not significant.

The calculated F values of the perceptions of principals

classified by years of administrative experience were 4.16

in the area of Human Relations, 2.15 in Management, 2.15 in


functions. The tabled F value rate for data significance

was established as 3.32. As a result, significant differ-

ences in the perceptions of principals in the areas of

Human Relations and the three administrative functions did

occur (Appendix N, Table CXIV).

Although perceptions of groups of principals with

varying years of administrative experience were significantly

different, the perceptions of groups of principals of all

other classifications such as sex, educational level, years

of teaching experience, number of teachers in school, student

population, and geographic location of school were not sig—

nificant. Therefore, no significant differences in the

perceptions of the principals regarding principals1 role

behavior existed in this instance. Consequently, Hypothesis

III was retained.

98

A one-way analysis of variance was employed to test the

null Hypothesis IV in order to determine the perceptions of

teachers and principals of the principal's role behavior; a

.05 level of significance was established for testing the data.

Hypothesis IV was previously stated in Chapter I as follows:

Hypothesis IV

There are no significant differences between teachers' perceptions of the principal's role behavior as measured by the Principal's Role Behavior Question-naire (teacher's version) and the principal's percep-tions of the principal's role behavior as measured by the Principal's Role Behavior Questionnaire (princi-pal's version).

It was determined that the calculated F values of the

perceptions expressed by teachers and principals who had re-

ceived Bachelor's degrees, had accumulated eleven to fifteen

years of teaching experience, were instructing in schools

enrolling a student population of from one to 300, and

located in cities or rural ares were not significant. But

the calculated F values of perceptions of teachers and prin-

cipals falling within other classifications proved to be

significant.

The calculated F values of the perceptions held by male

teaches and male principals were 11.49 in the area of Human

Relations, 6.88 in Management, 8.00 in Educational Leader-

ship, and 8.9 4 in the three administrative functions. In this

category, the tabled F value required for data significance

was 3.84, thus resulting in significant differences of the

perceptions of these male teachers and principals regarding

99

Human Relations, Management, Educational Leadership, and the

three administrative functions (Appendix N, Table CXVIII) .

The calculated F values of the recorded perceptions of

female teachers and principals proved to be 10.86 in the area

of Human Relations, 7.24 in Management, 11.12 in Educational

Leadership, and 10.16 in the three administrative functions,

the tabled F value required for data significance being 3.84.

Therefore, significant differences were evidenced in the

perceptions of female teachers and principals relative to the

areas of Human Relations, Management, Educational Leadership,

and the three administrative functions (Appendix N, Table CXIX) .


and principals, recipients of certificates of education, were

9.20 in Human Relations, 6.0 0 in Management, 6.01 in Educa-

tional Leadership, and 7.38 in the three administrative func-

tions. The tabled F value necessary for the data to be

significant was 3.84. As a result, significant differences

in the perceptions of those who had received certificates of

education appeared in the areas of Human Relations, Manage-

ment, Educational Leadership, and the three administrative

functions (Appendix N, Table CXX).

The calculated F values of the perceptions of the teach-

ers and principals receiving associate degrees were 17.03 in

the areas of Human Relations, 9.42 in Management, 14.03 in


functions. The tabled F value required for the data to prove

100

significant was 3.84. Therefore, significant differences in

the perceptions of these teachers and principals in Human

Relations, Management, Educational Leadership, and the three

administrative functions did occur (Appendix N, Table CXXI).


and principals who had accumulated six to ten years of teach-

ing experience were 14.42 in Human Relations, 9.00 in Manage-

ment, 12.89 in Educational Leadership, and 12.89 in the three

administrative functions, with the tabled F value required

for data significance being 3.84. Therefore, significant

differences in the perceptions of teachers and principals

possessing six to ten years of teaching experience in the

areas of Human Relations, Management, Educational Leadership,

and the three administrative functions did exist (Appendix N,

Table CXXIII).


and principals having sixteen or more years of teaching ex-

perience proved to be 8.02 in Human Relations, 4.57 in Man-

agement, 5.76 in Educational Leadership, and 6.09 in the

three administrative functions. The tabled F value required

for data significance was 3.84. Significant differences, then,

in the perceptions of teachers and principals possessing six-

teen or more years of teaching experience in Human Relations,

Management, Educational Leadership, and the three administra-

tive functions did occur (Appendix N, Table CXXV).

101

The calculated F value of the perceptions of teachers

and principals employed by schools enrolling a student

population of 301 to 600 proved to be 15.66 in Human

Relations, 13.66 in Management, 13.16 in Educational


The tabled F value required for significance was 3.84.

Thus, significant differences in the perceptions of teachers

and principals employed by schools enrolling a student

population of 301 to 600 in Human Relations, Management,


tions were evidenced (Appendix N, Table CXXVII).

The calculated F values relative to the perceptions of

teachers and principals employed by urban area schools were

16.61 in Human Relations, 12.75 in Management, 13.13 in

Educational Leadership, and 14.84 in the three administra-

tive functions. The tabled F value required for data

significance was 3.38. Therefore, significant differences

in the perceptions of teachers and principals employed in

urban area schools relative to Human Relations, Management,


tions did occur (Appendix N, Table CXXIX).


and principals working in rural area schools were 4.71 in



102

The tabled F value required for data significance, in this

case, was determined to be 3.84. Therefore, there were

significant differences in the perceptions of teachers and

principals employed by rural area schools relative to the

areas of Human Relations and Educational Leadership only

(Appendix N, Table CXXX).

Although the perceptions of groups of teachers and

principals who had received Bachelor's degrees, had accumu-

lated eleven to fifteen years of teaching experience, were

instructing in city or rural area schools enrolling a stu-

dent population of 1 to 300 were not significantly different

from the perceptions held by other groups of teachers and

principals; other teacher-principal classification groups

were found to be significantly different. Therefore,

significant differences in perceptions of teachers and

principals of the principal's role behavior occurred.

Hypothesis IV, then, was rejected.

Summary

This chapter dealt with analysis of data. It included

presentations of data generated by elementary school

principals and teachers relative to the General Background

Information Questionnaire. The means and standard devia-

tions of both groups of teachers and principals were made

and reported. A one-way analysis of variance was employed

103

to determine the perceptions of both groups of teachers and

principals and to test the null hypotheses. It was found

that:

1. Hypothesis I was retained. No significant differ-

ences of teachers' perceptions of the principal's role

behavior of the three administrative functions tested within

the same school did exist.

2. Hypothesis II was rejected. There were significant

differences in perceptions of teachers among the thirty-four

schools concerning the role behavior of the principals.

3. Hypothesis III was retained. There were no signi-

ficant differences in perceptions of principals of their

own role behavior.

4. Hypothesis IV was rejected. There were signifi-

cant differences in perceptions of groups of teachers and

principals concerning the principal's role behavior.



104

CHAPTER V

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This study attempted to identify the perceptions held

by school principals and teachers of the principal's role

behavior in Ubon Province, Thailand. The role behavior

studied centered primarily around three administrative

functions of the elementary school principal: Human Rela-

tions, Management, and Educational Leadership.

All teachers and principals of thirty-four randomly

selected elementary schools, grades one through six, were

included as population sample of this study. However,

thirty-four principals (100 percent) of a principal popula-

tion and 536 teachers (81.46 percent) of 700 teacher popu-

lation ultimately participated in this study.

Four questionnaires were used to collect data from

those participants. The General Background Information

Questionnaire (for principals) and the Principal's Role

Behavior Questionnaire (principal's version) were used to

collect data from the principals. The General Background 1

Information Questionnaire (for teachers) and the Princi-

pal's Role Behavior Questionnaire (teacher's version) were

used with the teachers.

105

106

Descriptive statistics were employed to calculate

means and standard deviations of those principals' and

teachers' perceptions of the principal's role behavior.

A one-way analysis of variance was used to analyze the data

generated by the principals and teachers.

Findings from the General Background Information Questionnaire

1. There were thirty-four principals (100 percent)

and 536 teachers (81.46 percent) participating in this

study.

2. Twenty-eight of the principals (82.35 percent) were

male and six principals (17.65 percent) were female. How-

ever, 199 teachers (37.13 percent) were male and 337 (62.87

percent) were female.

3. Eight principals (23.53 percent) had received

certificates of education, twenty-four (70.60 percent) had

received associate degrees, and only two (5.88 percent) had

received Bachelor's degrees. None had received a Master's

degree.

Of the teacher group, 125 (24.32 percent) had received

certificates of education, 374 (68.78 percent) had received

associate degrees, 35 (6.53 percent) had received Bachelor's

degrees, and 2 (.37 percent) had received Master's degrees.

4. Thirteen principals (38.24 percent) had acquired

from six to ten years of teaching experience, three (8.82

107

percent) had eleven to fifteen years of teaching experi-

ence, and eighteen (52.94 percent) had sixteen years or

more of teaching experience.

In comparison, 81 teachers (15.11 percent) had one to

five years of teaching experience, 163 (30.41 percent) had

six to ten years of teaching experience, 87 (16.23 percent)

had eleven to fifteen years of teaching experience, and

205 (38.25 percent) had sixteen years or more of teaching

exper ience.

5. Twelve principals (35.29 percent) had accumulated

one to five years of administrative experience, fourteen

(42.13 percent) had six to ten years of administrative

experience, and eight (22.58 percent) had eleven to fifteen

years of administrative experience.

6. Twenty-two principals (64.70 percent) were working

in schools employing ten to twenty faculty members, while

twelve principals (35.30 percent) were working in schools

employing twenty-one to thirty faculty members.

7. Seven principals (20.59 percent) represented

schools with a student population of 1 to 300 and twenty-

seven principals (79.41 percent) represented schools with

a student population of 301 to 600.

In comparison, there were 81 teachers (15.11 percent)

teaching in schools with a student population of 1 to 300,

108

while 445 teachers (84.89 percent) were instructing in

schools with a student population of 301 to 600.

8. Seven principals (20.59 percent) were employed by

city schools, twelve (35.29 percent) were in urban area

schools, and fifteen principals (44.12 percent) were in

rural area schools.

In comparison, 112 of the teachers (22.89 percent)

taught in city schools, 184 (34.32 percent) instructed in

urban area schools, and 240 (44.79 percent) worked in rural

area schools.

Findings from the Principal's Role Behavior Questionnaire

1. There were no significant differences among teachers'

perceptions within the same school of the principal's role

behavior.

2. When teachers from each of the thirty-four schools

were classified by sex, teachers in school 6 differed

significantly in their perceptions of the principal's role

behavior in Educational Leadership, Management, and total

of these three administrative functions. Teachers in

school 8 differed in their perceptions of the principal's

role behavior in the area of Human Relations, Management,

Educational Leadership, and total of the three administra-

tive functions. However, teachers in school 30 differed

109

significantly in their perceptions of the principal's role

behavior only in the management functions area.


were classified by educational level, teachers in school 14

differed in their perceptions of the principal's role

behavior in the areas of Educational Leadership, Management,

and the total of the three administrative functions.

School 17 teachers' perceptions of the principal's role

behavior proved to be different in Human Relations, Manage-

ment, Educational Leadership, and total of the three

administrative functions. However, school 32 teachers'

perceptions were significantly different only in Educa-

tional Leadership.


were classified by years of teaching experience, those in

school 8 differed in their perceptions of the principal's

role behavior in Human Relations, Management, Educational

Leadership, and the three administrative functions.

Teachers in school 18 differed in their perceptions of the

principal's role behavior in the area of Human Relations,

while teachers in school 32 differed in their perceptions

of the principal's role behavior only in the Educational

Leadership category.

5. There were no relationships between teachers'

perceptions within each individual school and their

110

principal's sex, educational level, years of teaching

experience, years of administrative experience, number of

teachers in school, student population, and geographic

location of school.

6. When the perceptions of the teacher groups of the

thirty-four schools were compared, significant differences

in perceptions of teachers among the thirty-four schools

regarding the principal's role behavior occurred in all

categor ies.

7. There were significant differences in perceptions

of groups of male and female teachers from all thirty-four

schools regarding the principal's role behavior in Human

Relations, Management, Educational Leadership, and the

three administrative functions.


among groups of associate degree teachers at all thirty-

four schools relative to the principal's role behavior in

Human Relations, Management, Educational Leadership, and

total of these three administrative functions.


among groups of teachers of all thirty-four schools who had

one to five, and sixteen or more years of teaching experi-

ence regarding the principal's role behavior in Human

Relations, Management, Educational Leadership, and total

of these three administrative functions.

Ill


among groups of teachers of all thirty-four schools who were

employed by schools with a student population of 301 to 600

concerning the principal's role behavior in Human Relations,

Management, Educational Leadership, and total of these three

administrative functions. However, groups of teachers who

were employed by schools with a student population of one to

300 were not different in their perceptions of the princi-

pal's role behavior in Human Relations.


among groups of teachers of all thirty-four schools who were

employed by schools located in cities, urban areas, and rural

areas regarding the principal's role behavior in Human Rela-

tions, Management, Educational Leadership, and the three

administrative functions.

12. There were no significant differences in perceptions

of the principal's role behavior among groups of teachers

of all thirty-four schools who had received certificates of

education or Bachelor 1s degrees.


of groups of teachers of all thirty-four schools who had

accumulated eleven to fifteen years of teaching experience.

But there were no significant differences in the perceptions

of groups of teachers who had six to ten years of teaching

experience concerning the principal's role behavior in the

Management function area only.

112


of the principal's role behavior among groups of principals

classified by sex, educational level, years of teaching ex-

perience, number of teachers in school, student population,

and geographic location of school.

15. There were significant differences in the percep-

tions of the principal1s role behavior when principals were

classified by years of administrative experience. However,

the differences occurred only in Human Relations and all

administrative functions.

16. When perceptions of all principals and teachers

were compared according to all classifications, there were

significant differences in perceptions of the principal's

role behavior among groups of teachers and principals.

17. Groups of male teachers and male principals proved

to be significantly different in their perceptions of the

principal's role behavior.

18. Groups of female teachers and female principals

proved to be significantly different in their perceptions

of the principal's role behavior.

19. Groups of teachers and principals who had received

either certificates of education or associate degrees re-

corded significantly different perceptions of the principal's

role behavior.

20. Groups of teachers and principals who had either

six to ten or sixteen or more years of teaching experience

113

recorded a difference in their perceptions of the princi-

pal's role behavior.

21. When compared, groups of teachers and principals

employed by schools enrolling student populations of 301 to

600 proved to be significantly different in their percep-

tions of the principal's role behavior.


employed by urban area schools were significantly different

in their perceptions of the principal's role behavior.


who had received Bachelor's degrees were not different in

their perceptions of the principal's role behavior.


possessing eleven to fifteen years of teaching experience

were not different in their perceptions of the principal's

role behavior.


working in schools enrolling one to300 student population

were not different in their perceptions of the principal's

role behavior.


working in city schools were not different in their percep-

tions of the principal's role behavior. However, groups

of teachers and principals employed by rural schools did

114

not differ in their perceptions of the principal's role

behavior in the areas of Management and all three adminis-

trative functions.

Conclusions

As a result of the data generated by this investiga-

tion as well as findings, the following conclusions can be

made from this study.

1. Principals in Ubon Province, Thailand, tend to

have attained no more than, and in many cases, even less

formal educational preparation than their teachers.

2. The majority of the principals have been selected

from the ranks of teachers with more years of classroom

exper ience.

3. The elementary school principalship position

appears to be male dominated. Only a few female teachers

have been appointed as principals in the Province.

4. There were no significant differences in teachers'

perceptions within the same school of the principal's role

behavior.

5. There were significant differences in teachers'

perceptions among the thirty-four schools of the principal's

role behavior.

6. There were no significant differences in the

principals' perceptions of their own role behavior.

115

7. There were significant differences in the percep-

tions of groups of teachers and principals regarding the

principal's role behavior.

Re comme nd a t i on s

The following recommendations are offered as a

result of careful consideration of pertinent data and

conclusions drawn from the study.

1. Principals should be given more opportunity and

encouragement to attend universities and teachers' colleges

to upgrade their educational qualifications in the areas of

educational administration.

2. Criteria used for selection and appointment of the

principals should include other qualifications in addition

to merely years of teaching experience.

3. Female teachers should be given more opportunity

and offered encouragement to attain principalship posi-

tions .

4. Inservice programs for the principals of elementary

schools should include these three administrative functions;

Human Relations, Management, and Educational Leadership.

5. The next five-year Educational Plan should include

the preparation programs for the principalship along with

its plan to upgrade the educational standards of the

students.

116

Recommendations for Further Study

The following recommendations are offered for future

consideration.

1. A similar study should be made in Ubon Province

following the completion of the third five-year Educational

Plan in order to identify the perceptions of teachers and

principals concerning the principal's role behavior.

2. A similar study should be made at the national

level to identify the perceptions of elementary school

teachers and principals regarding the principal's role

behavior.

3. A similar study should be conducted in other

educational institutions such as the high schools or junior

high schools in order to determine if these differences in

perceptions also exist in other than on the elementary

school level.

4. Additional study should be conducted in order to

determine the performance of elementary school principals

with varying years of teaching experience.

5. Additional study should be attempted in order to

determine the performance of both male and female principals.

6. A study should be conducted which identifies the

relationship between the principal's role behavior in the

areas of Human Relations, Management, and Educational

Leadership and that of teacher morale.

APPENDIX A

GENERAL BACKGROUND INFORMATION QUESTIONNAIRE

(FOR PRINCIPALS)

INSTRUCTION: Please select the answers that most apply to you by circling around the letter in front of the answer selected.

1. Sex

A. Male

B. Female

2. Educational level attained

A. Teaching certificate or equivalent

B. A.A. degree or equivalent

C. Bachelor's degree

D. Master's degree

3. Years of teaching experience

A. 1-5 years

B. 6-10 years

C. 11-15 years

D. 16 or more years

4. Years of administrative experience

A. 1-5 years

B. 6-10 years

C. 11-15 years

D. 16 or more years

117

118

5. Number of teachers in your school

A. 10-20 teachers

B. 21-30 teachers

C. 31-40 teachers

D. 41 teachers or more

6. Student population of your school

A. 1-300 students

B. 301-600 students

C. 601-900 students

D. More than 901 students

7. Geographical location of your school

A. City limit

B. Urban area

D. Rural area

APPENDIX B

GENERAL BACKGROUND INFORMATION QUESTIONNAIRE

(FOR TEACHERS)

INSTRUCTION: Please select the answers that most apply to you by circling around the letter in front of the answer selected.

1. Sex

A. Male

B. Female

2. Educational level attained

A. Teaching certificate or equivalent

B. A.A. degree or equivalent

C. Bachelor1s degree

D. Master's degree

3. Years of teaching experience

A. 1-5 years

B. 6-10 years

C. 11-15 years

D. 16 or more years

4. Student population of your school

A. 1-3 00 students

B. 301-600 students

C. 601-900 students

D. More than 901 students

119

120

5. Geographical location of your school

A. City limit

B. Urban area

C. Rural area

APPENDIX C

THE PRINCIPAL'S ROLE BEHAVIOR QUESTIONNAIRE

(PRINCIPAL'S VERSION)

INSTRUCTION: The purpose here is to explore how well principals feel they are able to carry out various aspects of their job. Please answer the questions by circling the one letter which best represents your feeling.

How would you rate your performance in each of the following areas?

A. Outstanding B. Excellent C. Good D. Fair E. Poor F. Very poor N. Not applicable

1. Running meetings or conferences. A B C D E F N

2. Handling delicate interpersonal A B C D E F N

situation.

3. Working with community agencies. A B C D E F N

4. Getting teachers to use new A B C D E F N

educational methods.

5. Obtaining parental cooperation A B C D E F N

with the school.

6. Resolving student discipline A B C D E F N

problems.

7. Directing the work of administrative A B C D E F N

assistants.

121

122

A. Outstanding B. Excellent C. Good D. Fair E. Poor F. Very Poor N. Not applicable

8. Cutting "red tape" when fast A B C D E F N

action is needed.

9. Maximizing the different skills A B C D E F N

found in a faculty.

10. Communicating the objectives of the A B C D E F N

school program to the faculty.

11. Improving the performance of A B C D E F N

inexperienced teachers.

12. Getting experienced teachers to A B C D E F N

upgrade their performance.

13. Giving leadership to the instruc- A B C D E F N

tional program.

14. Developing esprit de corps among A B C D E F N

teachers.

15. Revising school procedures in the A B C D E F N

light of modern educational

practices.

16. Handling parental complaints. A B C D E F N

17. Publicizing the work of the school. A B C D E F N

18. Keeping the school office running A B C D E F N

smoothly.

123

A. Outstanding B. Excellent C. Good D. Fair E. Poor F. Very Poor N. Not applicable

19. General planning for the school. A B C D E F N

20. Knowing about the strengths and A B C D E F N

weaknesses of the teachers.

21. Getting teachers to coordinate A B C D E F N

their activities.

22. Attracting all people to the A B C D E F N

school staff.

23. Knowing about the strengths and A B C D E F N

weaknesses of the school program.

APPENDIX D

THE PRINCIPAL'S ROLE BEHAVIOR QUESTIONNAIRE

(TEACHER'S VERSION)

INSTRUCTION: The purpose here is to explore how well you as a teacher feel that your principal is able to carry out various aspects of his/her job. Please answer questions by circling the one letter which best represents your feeling.

How would you rate your principal's perform-ance in each of the following areas?


1. Runs meeting or conference. A B C D E F N

2. Handles delicate interpersonal A B C D E F N

situations.

3. Works with community agencies. A B C D E F N

4. Gets teachers to use new A B C D E F N

educational methods.

5. Obtains parental cooperation A B C D E F N

with the school.

6. Resolves student discipline A B C D E F N

problems.

7. Directs the work of administra- A B C D E F N

tive assistants.

124

125


8. Cuts "red tape" when fast action A B C D E F N

is needed.

9. Maximizes the different skills A B C D E F N

found in a faculty.

10. Communicates the objectives of the A B C D E F N

school program to the faculty.

11. Improves the performance of A B C D E F N

inexperienced teachers.

12. Gets experienced teachers to A B C D E F N

upgrade their performance.

13. Gives leadership to the instruc- A B C D E F N

tional program.

14. Develops esprit de corps among A B C D E F N

teachers.

15. Revises school procedures in the A B C D E F N

light of modern educational

practices.

16. Handles parental complaints. A B C D E F N

17. Publicizes the work of the school. A B C D E F N

18. Keeps the school office running A B C D E F N

smoothly.

126


19. Generally plans for the school. A B C D E F N

20. Knows about the strengths and A B C D E F N

weaknesses of teachers.

21. Gets teachers to coordinate A B C D E F N

their activities.

22. Attracts able people to the school A B C D E F N

staff.

23. Knows about the strengths and A B C D E F N

weaknesses of the school program.

APPENDIX E

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APPENDIX I

Dr. Smorn Sucharit, Professor of Education

Panakorn Teachers' College

Bangkane, Thailand

Mr. Pradab Kornkaw, Principal

Pratoom Wityakorn School

Ubon, Thailand

Mr. Banpot Lukpet, Principal

Ban Kaw Luang School

Ubon, Thailand

Mrs. Sriproom Tanttisirin, Teacher

Samak-kee Wityakarn School

Ubon, Thailand

Mr. Porn Suttiwirat, Superintendent

Ubon Department of Education

Ubon, Thailand

135

APPENDIX J

4412 McKinney #202

Dallas, Texas 75205

30 November 1979

Dear Superintendent of . . . School District:

I am a candidate for the degree of Doctor of Philosophy

at North Texas State University, Denton, Texas, USA.

Under the supervision of Dr. Gary Anderson, I am con-

ducting a dissertation research to study the relationship

of the elementary school principals' and teachers' percep-

tions of principal's role behavior in the Province of Ubon.

Teacher perceptions of the administrator's role

behavior is undeniably very important. Not only does it

reveal to the administrator how his behavior is perceived,

but also he, if accept it consciously, can use it as a

guide line to direct his behavior which might result in a

job satisfaction and organizational goal achievement.

Attached are copies of the questionnaire that are to

be used in your district if you approve. The questionnaires

will be administered by KAMONWAT KITJAROEN on my byhalf.

She will make every attempt to present the questionnaires

in a positive atmosphere. The respondents to the

136

137

questionnaires will all be anonymous and confidentiality

will be maintained in the final study.

To make this study worthwhile, I am requesting your

cooperation and participation from selected principals and

teachers in your school district.

Your cooperation is sincerely appreciated.

Very truly yours,

Chireg Warawitya

Dr. Gary Anderson, Major Professor

APPENDIX K

4412 McKinney #202

Dallas, Texas 75205

30 October 197 9

Dear Principal:

I am conducting a research study to find out whether

there is any relationship between the elementary school

principals' and teachers' perceptions of principal's role

behavior in the Province of Ubon.

Not only can teacher perceptions of principal's role

behavior give the principal some unignorable reading of how

the teachers feel about his behavior, but also assist him

to behave properly in order to achieve organizational goals.

All respondents will remain anonymous. This study is

not designed to be concerned about the identification of

any teacher or principal and all material will be confiden-

tial .

Please feel free to answer the questions that best

describe your perceptions of your school principal. It

should not take more than ten to fifteen minutes of your

time.

138

139

Your cooperation is greatly appreciated.

Sincerely yours,

Chireg Warawitya


APPENDIX L

4412 McKinney #202

Dallas, Texas 75205

30 October 1979

Dear Teachers:

I am conducting a study of the relationship of elemen-

tary school principals' and teachers' perceptions of

principal's role behavior in the Province of Ubon.

Since principal's administrative behavior may influence

teachers' job performance or vice versa, this study is

intended to find out whether there is any relationship

between principals' and teachers' perceptions of principal's

role behavior.

All respondents will remain anonymous. This study is

not designed to be concerned about the identification of

any teacher or principal and all material will be confi-

dential .

Please feel free to answer the questions that best

express your perceptions of your principal. It should

not take more than 10-15 minutes of your time.

140

141

Your cooperation is greatly appreciated.

Sincerely,

Chireg Warawitya


APPENDIX M

PREPARED STATEMENT TO BE READ

TO THE RESPONDENTS

The purpose of this study is to find out the relation—

ship of the principals' and teachers' perceptions of the

elementary school principal's role behavior in Ubon Pro-

vince, Thailand. This questionnaire given to you is

composed of two parts: (1) The General Background Infor-

mation Questionnaire, and (2) The Principal's Role Behavior

Questionnaire.

The General Background Information Questionnaire

includes five questions. It is designed to obtain general

information about yourself. In answering the questions,

please circle the answers that apply to you. The Principal's

Role Behavior Questionnaire includes twenty-three questions.

It is designed to detect the perceptions of the teachers and

principals of the principal's role behavior. Each question

has seven answers, namely: A = Outstanding, B = Excellent,

C = Good, D = Fair, E = Poor, F = Very poor, and N = Not

applicable. Please read the questions carefully before

selecting the answers. Then, circle the one letter that

best describes the principal's role behavior.

142

143

The study does not necessitate the identity of

respondents and all information obtained will be confiden-

tial; therefore, complete, frank answers to all questions is

requested. The instrument should not require more than ten

to fifteen minutes of your time. My sincere appreciation

for your help in making this research possible.

14 4

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BIBLIOGRAPHY

Books

Barnard, Chester I., The Functions of the Executive, Massachusetts, Harvard University Press, 1968.

Burr, James B., William H. Coffield, T. J. Jenson, and Ross L. Neagley, Elementary School Administration, Boston, Allyn and Bacon, Inc., 1970.

Campbell, Ronald F., Edwin M. Bridges, and Raphael 0. Nystrand, Introduction to Educational Administration, Boston, Allyn and Bacon, Inc., 1970.

Dell, Ronald C., Leadership to Improve School, Washington, Charles A. Jones Publishing Company, 1972.

Gorton, Richard A., Conflict, Controversy and Crisis in School Administration and Supervision: Issues , Cases and Concepts for the '70s, Dubuque, Iowa, Wm. C. Brown Company Publishers, 1972.

Gross, Neal C. and Robert B. Herriott, Staff Leadership in Public School: A Sociological Inquiry, New York, John Wiley and Sons, Inc., 1965.

Hencley, Stephen , Lloyd McCleary and J. H. McGrath, The Elemen-tary School Pr incipalship, New York , The Dodd , Mead and Co., 1970.

Jacobson, Paul B. , William C. Reavis, and James D. Logsdon, The Effective School Principal, New Jersey, Prentice-Hall, Inc. , 1963.

Lipham, James M. and James A. Hoeh, Jr . , The Pr incipalship: Foundations and Functions, New York, Harper and Row Publishers, 1974.

Otto, Henry J. and David C. Saunders, Elementary School Organization and Administration, New York, Appleton-Century Crofts, 1964.

Sartorn, Pinyo, Pr inciples of Educational Administration, Bangkok, Thailand, Thai Wattanapanid, 1973.

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271

Warutabungkoon, Wijit, and others, Administrative Roles and Duties of the Principal, Bangkok, Jaroenpone Press, 1978.

Wasinsarakorn, Worawit, Education of Thailand, Bangkok, Thailand, Mit Siam Publishing Co., 1973.

Articles

Brown, Alan F., "Reactions to Leadership,11 Educational Administration Quarterly, 9 (Winter, 1967), 62-73.

Gaslin, William L. , "Evaluation of Administrative Performance by a School Teaching Staff," The National Association of Secondary School Principals Bulletin , 53 (December , 1974) 72-81.

Hansen, Merrell, J., "Administration: Role and Functions in Education," The National Association of Secondary School Principals Bulletin, 58 (December, 1974), 83-89.

Katz, Robert, "Skills of an Effective Administrator," Harvard Business Review, 33 (February, 1955), 33-42.

Lipham, James M., "The Role of Dynamics of the Principal," The National Elementary Principal, XLIV (April, 1965), 29-33.

Newburry, Allen Jr., "What Not to Look for in an Elementary School Principal Selection," National Elementary Principal, 56 (March/April, 1977), 43.

Rasmussen, Roger, "The Principal's Leadership Behavior in Unusually Successful and Unsuccessful Elementary Schools," Educational Research Quarterly, 1 (Spring, 1976).

Reports

Dean, Stuart E., Elementary School Organization and Adminis-tration , Washington, D.C., U. S. Department of Health, Education and Welfare, 1960.

Educational Planning Office, Current and Projected Secondary Education Program for Thailand: A Manpower and Educa-tional Development Planning Project, Ministry of Education, Bangkok, Thailand, 1966.

272

Harper, Ray G. and Somchai Wudhipreecha, Educational Plan-ning at the Local Level, Educational Planning Division, Ministry of Education, Bangkok, Thailand, 1971.

Ministry of Education, Education in Thailand 1971, Krurusapa Lardpao Press, Bangkok, Thailand, 1971.

Schutz, William C., Procedures for Identifying Persons with Potential for Public School Administration Positions, Cooperative Research Project No. 677, Berkeley, California, University of California, 1961.

Sweitzer, Robert E., Role Expectations and Perceptions of School Principals, Cooperative Research Project No. 1329, Stillwater, Oklahoma, Oklahoma State University, 1963.

Woods, Thomas E., The Administration of Educational Innovation, Eugene, Oregon, Bureau of Educational Research, University of Oregon, 1967.

Wronski, Stanley P. and Kaw Sawasdipanich, Secondary Education, Manpower and Educational Planning in Thailand, Institute for International Studies in Education, College of Education, Michigan State University, East Lansing, Michigan, 1966.

Unpublished Material

Behrmann, Arthur, "Analysis of the Leadership Characteris-tics of the Elementary School Principal as Related to Innovative Practices in Selected Elementary Schools in Michigan," Dissertation Abstracts International, 36/07A (January, 1975), Michigan State University.

Boonmeee, Narong, "A Description of the Secondary School Principal as Perceived by Selected Principals and Teachers in Thailand," unpublished doctoral disserta-tion, College of Education, North Texas State Univer-sity, Denton, Texas, 1976.

Bukhair, Carolyn, "A Comparative Study of School Climate and Leadership Behavior of Elementary and Secondary School Principals," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1978.

273

Cohen, Elaine, "Administrative Behavior of the Principal as Viewed by Principals, Teachers, and Parents," Dissertation Abstracts International, 40/5A (November 1979), 2372, Syracuse University.

Cooparat, Nattanipa, "An Investigation of Perceived Leader Behavior of Elementary School Principals and Organi-zational Climate of School in Thailand," unpublished doctoral dissertation, College of Education, Univer-sity of Oklahoma, Norman, Oklahoma, 1978.

DeHart, James E., "A Study of Executive Professional Leadership of Principals within the Elementary Schools in Texas," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas.

Dellinger, Robert D., "The Relationship of Academic Train-ing and Educational Experience to the Administrative Effectiveness of Secondary School Principals," Dissertation Abstracts International, 34/07A (January, 1974), 3744, University of Colorado.

Deoisres, Sumeth, "A Study of the School Organizational Climate and the Principal's Leadership Behavior as Perceived by Secondary School Teachers in Bangkok, Thailand," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1978.

De Sautel, Rodney, Administrative Role Perception of North Dakota Elementary School Principals as Related to Five Selected Dimensions of Administrative Functions," Dissertation Abstracts International, 39/06A (December, 1978) 3250, University of North Dakota.

Dheerakul, Vichit, "Leadership Behavior of the Secondary School Principals," unpublished doctoral dissertation, College of Education, Brigham Young University, Provo, Utah, 1972.

Gauthier, William J., "The Relationship of Organizational Structure, Leader Behavior of the Principal and Professionality Orientation of the Principal to School Management Climate," Dissertation Abstracts Inter-national , 35/07A (May, 1975), 6973, University of Connecticut.

274

Jantapoom, Sombat, "An Analysis of the Government School Principals' Responsibility for Personnel Administra-tion," unpublished master's thesis, School of Educa-tion, Chulalongkorn University, Bangkok, Thailand, 1967.

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Kosashuhanan, Ong-Ard, "Career Paths to the Principalship of the Government Secondary School Division," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1970.

Mansigian, Jack J., "An Appraisal of Instructional Leader-ship Provided by Elementary Principals in Selected Communities of Connecticut," Dissertation Abstracts International, 25/10A (April, 1965), 5687, University of Connecticut.

Marcus, Alfred C. and others, "Administrative Leadership in a Sample of Success Schools from the National Evaluation of the Emergency School Act," unpublished paper presented at American Educational Research Association, California, April, 1976.

Martsawat, Anun, "Ideal Characteristics of the Elementary School Principal as Perceived by Elementary School Teachers in Pitsanuloke," unpublished master's thesis, School of Education, Sri Nakkarin Wirote University, Prasarnmit, Thailand, 1974.

Nakornsri, Tinnakorn, "Principal's Role Behavior and Administrative Performance as Perceived by Selected Teachers," unpublished doctoral dissertation, College of Education, North Texas State University, Denton, Texas, 1977.

Patin, Jackson L., "The Administrative Behavior of the Junior High School Principal," Dissertation Abstracts International, 30/04A (October, 1969), 1373, Univer-sity of Southern California, Los Angeles.

275

Pinsompong, Grisudha, "A Study of Bangkok Municipal School Principals Understanding of Administrative Principles and Concepts," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1966.

Poebandid, Kong, "Administrative Tasks of Elementary School Principals in the Northeastern Parts of Thailand," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1976.

Ranniger, Billy, "A Summary Study of the Job Responsi-bilities of the Elementary School Principal," Dissertation Abstracts International, 17/05A (November, 1962), 1988, University of Oregon.

Rattanawong, Pramuan, "Elementary School Principal's Instructional Leadership Role as Perceived by Educational Administrators, Provincial Council Committee in Naratiwat," unpublished master's thesis, School of Education, Sri Nakkarin Wirote, Prasarnmit, Thailand.

Rodprasert, Prachoom, "The Relationship of Academic Training and Educational Experience to the Administrative Effectiveness of Secondary School Principals as Perceived by Teachers in Educational Region I, Thailand," unpublished doctoral dissertation, College of Education, University of Oklahoma, Norman, Oklahoma, 1977.

Rousseau, Allen J., "The Relationship of Academic and Experience Variables to the Success of Elementary School Principals," Dissertation Abstracts Interna-tional, 31/07A (January, 1970), 3234, University of Oregon.

Sungroong, Suchart, "The Relationship of Leader Behavior and Job Satisfaction of Elementary School Teachers in the Central Part of Thailand," unpublished master's thesis, College of Education, Sri Nakkarin Wirote, Prasarnmit, Thailand, 1976.

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276

Dissertation Abstracts International, 32/09A (March, 1972), 5519, Stanford University.

Tongsonjit, Ponsea, "Administrative Role Behavior of the Elementary School Principal in Bangkok," unpublished master's thesis, School of Education, Chulalongkorn University, Bangkok, Thailand, 1975.

Weiser, Harld E. Jr., "A Study of the Relationship between Organizational Climate and Teacher Morale," Disserta-tion Abstracts International, 36/05A (November, 1974), 2566, New Orleans, Louisianna, University of New Orleans.

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