A Study of Job Stress and Job Satisfaction among Chinese Volunteer Teachers in Thailand

This study was aim to investigate the level of Job Stress and Job Satisfaction amongst Chinese volunteer teachers and to explore the relationship between the two and whether the teachers Job Stress effected their satisfaction with the job. The questionnaire survey method was used in this study. The target population for this study was the volunteer Chinese teachers who were working in Thailand from 2013-2014. There were 1,200 volunteers during this period; therefore, this number represented the population and use 291 teachers as the sample of this study. The researcher found that stress was common among Chinese volunteer teacher; they showed lower stress levels in Cross Cultural Teaching and Communication and showed the highest level of stress in Workload and Career Development. All Chinese volunteer teachers in Thailand showed high-level satisfaction to the variables ‘Recognition’, ‘Teamwork’, ‘Work itself’ and ‘Achievement’ under Job Satisfaction. However, they showed the lowest level of job satisfaction in ‘Advancement’. The gender and education level of the teacher didn’t have an effect on their Job Stress and Job Satisfaction level. The age and the work experience of the teacher had an effect on the result for their Job Stress and Job Satisfaction level. There were both significant negative correlations and significant positive correlations between job stress and job satisfaction of Chinese Volunteer Teacher in Thailand. There were both significant negative effects and significant positive effects between Job stress and Job satisfaction of Chinese Volunteer Teacher in Thailand

A Development of a Teacher Leadership Framework for Gifted Education in Thailand

Teacher leadership was examined in the context of gifted education in Thailand for a development of an effective framework. An explanatory mixed method design was employed involving both quantitative and qualitative data collection from content analysis; and survey, interview and document from teachers. Results revealed that there were three major areas and nine attributes leading to effective teacher leadership. School leadership, teacher leadership and principles of learning are major considerations for teacher leadership to succeed in gifted education. Findings revealed that the gifted high school under study demonstrated good overall teacher leadership. Two significant areas strongly permeating were teacher collaboration, and teachers’ relationship and positive influence on one another. Two areas that were perceived not strongly present by teachers at the school were distributed leadership and professional learning community. The findings suggest that the framework can serve as a guideline for both gifted and general education in Thailand. Since the school is the country’s national high school for the gifted; the prevailing teacher leadership practices currently found can to some extent be a legitimate framework to emulate

Best Leadership Practices for The Effectiveness of Educational Quality Assurance in Public Schools in Thailand

This study focused on the following objectives, to analyze the expected ideal leadership practices of school directors that lead to effectiveness of educational quality assurance in public schools; to identify the “best leadership practices” of school directors who achieved effectiveness of educational quality assurance in outstanding public schools in Thailand; to find the current leadership practices of the directors of the public schools in Thailand; and to develop and validate the “best leadership practices” for the effectiveness of educational quality assurance in public schools in Thailand. The mixed methods of research methodology have been applied in data collections and data analysis. The main methods were the literature review, the interview of six public school leaders of the most effective schools in Thailand, the use of the questionnaire with 205 public school leaders, and focus group method was used for developing and validating the “best leadership practices” for the effectiveness of educational quality assurance in public schools in Thailand. The findings for research objective 1 were the result of the excessive review of literature about the best practices of the school directors which leads to the effectiveness of the school and the success of every student comprising; Visionary Leadership, Unity of Purpose, Learning Community, Instructional Leadership, Curriculum and Instruction, Professional Development, Organizational Management, Assessment, Reflection, Collaboration, Diversity, Inquiry, and Professionalism. The findings for research objective 2 were the list of “leadership practices” of school leaders who achieved effectiveness of educational quality assurance was summed from the results of the common points of five schools out of 6 schools representing 6 regions which were qualitatively analyzed. The findings for research objective 3 were the list of the “current leadership practices” of the leaders of the public schools in Thailand. The findings for research objective 4 were the “best leadership practices” for the effectiveness of educational quality assurance in public schools which consisted of; an educational leader promotes the success of every student and achieves ONESQA Standards by; developing and communicating a vision of learning that is shared and supported by all stakeholders, nurturing and sustaining instructional program and culture conducive to student learning and staff professional growth, ensuring management of organization, operation, and resources for safe and effective learning environment, collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources, acting with integrity, fairness, and in an ethical manner, understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Development of Total Quality Management Model for Management of International Kindergartens in Bangkok

The purpose of the study was to develop Total Quality Management model for utilizing the Total Quality Management in managing international kindergartens. The research methodology was a mixed method involving both quantitative and qualitative data collection from content analysis and survey from school administrators. The study investigated the preference of school administrator based on Total Quality Management theory for management of international kindergartens in Bangkok. The study attempted to answer the following questions. (1) what is the management practice in accordance with the Total Quality Management theory; (2) what is the Transformational Leadership for the identification of leadership practices supporting the effective utilization of the Total Quality Management in school management;  (3)what is the preference of school administrator based on Total Quality Management theory for management model of International kindergartens; and (4)what elements would be contained an effective management implementation model for International kindergarten. The result revealed that school administrators approved Total Quality Management is appropriated for international kindergarten management. The findings showed school administrators agreed with five elements which were ranked as the highest mean score which were Total involvement, Process control and improvement, Statistical process control, Evaluation and Education and training for international kindergarten managements areas. The findings also revealed that school administrators agree with the six considerations of Total Quality Management which were ranked as the second highest mean scores, namely, Leadership, Customer focus, Communication, Supportive structure, Reward and recognition and Supplier quality management could reinforce to international kindergarten management areas. Theses Total Quality Management elements can be utilized as a model of the application of Total Quality Management model to effectively support for management areas in international kindergartens in Bangkok

Internationalization of Higher Education: Case Studies of Thailand and Malaysia

Internationalization of Higher Education has grown considerably as a topic for several different reasons as for instance, a desire to promote mutual understanding, the migration of skilled workers in a globalized economy, the desire of institutions to generate additional revenues or the need to build a more educated work-force in the home countries which are generally emerging economies (OECD, 2004). Moreover the impact of ASEAN Communities which will be implemented at the end of 2015 supports the development of internationalization of higher education in Thailand to being into a very significant area that should be considered as an important agenda item at the level of ASEAN. This article aims to present the findings of the study on internationalization of higher education from the case studies of Thailand (Assumption University in Thailand) and Malaysia (International Islamic University Malaysia) which are ASEAN member countries. The objectives of this study are: to explore critical components of internationalization in higher education, to identify the factors that effectively enhance the achievement of internationalization in higher education from case studies in Thailand and Malaysia and to create then validate a best practice model of internationalization for higher education in Thailand.This study uses a mixed method of qualitative and quantitative. Data is collected by interviewing key people from the government and case studies in universities of both countries together with questionnaires directed to experts and experienced practitioners relating to internationalization and including focus group of selected experts on higher education and internationalization. This data is then brought together where the findings identified the critical components of internationalization in higher education and the factors that effectively enhance the achievement of internationalization in higher education from case studies in Thailand and Malaysia and after this, then a best practice model of internationalization for higher education in Thailand was created and validated. The model comprises seven key components: the first three components are in the public sector which are government, the Higher Education Commission and the Office of Higher Education Commission, the fourth is higher education institutions which have six quality elements inside, the fifth is international network/partner, the sixth is employers and the seventh is the bodies or agencies related to quality enhancement

The Development of Principal Curriculum Leadership Capabilities Model for Secondary Schools in Shanghai, China

The purpose of this study aimed to develop principal curriculum leadership capabilities model for secondary schools in Shanghai. Both qualitative content analysis and quantitative survey were employed by this study. From the findings, the highest curriculum leadership capabilities of principals of current practice and expectations are the same factor, namely, empathizing. Findings from the gap analysis showed that the priorities of improvement of curriculum leadership capabilities for principals listed by the ranking of: (1) knower and expertise, (2) skills in curriculum development process, (3) diagnosis, (4) building a learning school, (5) strategy, (6) influencing, (7) self-regulation, (8) flexibility and responsiveness, and (9) decisiveness. All above major findings and the foundational theories including Shanghai context and academic leadership capabilities framework (Fullan & Scott, 2009) along with its supported theories were utilized to create the model. The proposed model was constructed in form of bloom graphics presenting its vision, mission, objectives, as well as its applications. It will be applied to equip principals well to shape the future curriculum leadership: leading from curriculum to currere in order to meet the needs of students and the society, and also, make principals become change capable curriculum leaders who have been dedicating to school sustainable development orientated to “Go global, and Stay local”

A Strategic Leadership Model for Teacher Evaluation Using Walkthroughs for Student Engagement at International Schools in Thailand

This study used a multi-method approach to develop a model that changed the focus of teacher evaluation by using walkthroughs to guide teacher evaluation in order to increase student engagement utilizing a strategic leadership model. The objectives were (1) to explore the current practices in teacher evaluation, walkthroughs, and student engagement, (2) to determine the current practices of teacher evaluation, walkthroughs and student engagement at international schools in Thailand, (3) to develop the proposed strategic leadership model in teacher evaluation using walkthroughs to increase student engagement, and, (4) to implement the proposed strategic leadership model in teacher evaluation using walkthrough to increase student engagement in an international school in Bangkok. Current practices regarding teacher evaluation were established by using a content analysis-based questionnaire sampling schools registered with the International Schools Association of Thailand.  The results of the questionnaire and the focus group interviews conducted, pointed to a major problem with teacher evaluation and its implementation. Current models of teacher evaluation and the leadership behind them were not effective. A new strategic leadership model was developed to use walkthroughs to improve student engagement. The model was implemented at a family of international schools in Bangkok over a six-month period. Walkthroughs gauging student engagement in areas of curriculum, instruction, environment and learning were conducted at the beginning and end of the trial period. A paired sample t-test was used to measure for statistical significance. In each of the four areas the findings were significant thereby validating the strategic leadership model and its application

Development Model of Administrators’ Leadership Competencies for Effective Job Performance in Private Higher Education Institutions

The main purpose of this study was to develop the model of administrators’ leadership competencies for effective job performance in private higher education institutions. The five domains of Spencer & Spencer (1993) leadership competencies and the four domains of Thai Higher Education missions were used as theoretical framework for the study. This study was conducted with both quantitative and qualitative methods. The data was gathered from 351 lecturers from 7 private higher education institutions in Bangkok, Thailand. The questionnaire with 5 rating scales was used to collecting the data. Content analysis was used to analysis of qualitative data, descriptive statistics was applied through frequency, mean, and standard deviation to determine the current practice and desirable administrators’ leadership competencies for effective job performance, paired Samples t-test was computed to assess the gap analysis between the current practice and desirable administrators’ leadership competencies in order to find out the priority improvement and superior required for effective job performance in private higher education institutions. The resulted from the average mean showed that there was significant difference between current and desirable leadership competencies of administrators in private higher education institutions. The research findings revealed that there were 26 leadership competencies were superior for effective job performance exited and 24 leadership competencies superior needed to development and develop the model for administrators