ความขัดแย้งในบทบาทของครูใหญ่โรงเรียนประถมศึกษาจังหวัดนครพนม / ธีระวุฒิ เจริญราษฎร์ = Role conflicts of the elementary school principals in Nakhon Phanom province / Teerawoot Jareonrat
Purpose of the Study The purpose of this study was to study role conflicts of the elementary school principals in Nakhon Phanom Province. Methods and Procedures The sampling used in this research was composed of three groups of persons : 35 administrators, 183 principals, and 300 teachers, totaling 518 by means of stratified random sampling technique. The instrument used was a rating scale questionnaire constructed in the areas of educational leader, administrator, and community developer, to measure the role expectations of the elementary school principals. A total of 518 questionnaires were sent out and 486 or 93.83 percent were completed and returned. The statistical treatment included percentage, arithmetic mean standard deviation, F-test and the comparisons of means with Scheffe’s Method. Finding and conclusions 1. Administrators, principals, and teachers of elementary schools in Nakhon Phanom Province had a high level of role expectations of the principals as educational leaders, administrators and community developers. 2. Expectations hold by the mentioned groups for the principals’ roles as educational leaders, administrators and community developers were significantly different at the .01 level. The comparisons of the means of scores for the above mentioned roles between the pair of teachers and principals, and the pair of teachers and administrators indicated a significant difference at the .05 level, but indicated no significant difference between principals’ and administrators’ expectations. It was concluded that the elementary school principals had role conflicts as educational leaders, administrators and community developers. In comparing administrators’, principals’ and teachers’ expectations for the roles of the principals’ this study also indicated that : 2.1 Expectations held by the mentioned groups for the principals’ roles as educational leaders were significantly different at the .01 level.
For this role, the comparison for the mean of scores between the pair of teachers and principals, and the pair of teachers and administrators indicated a significant difference at the .05 level, but indicated no significant difference between principals’ and administrators’ expectations. It was concluded that the elementary school principals had role conflicts as educational leaders. 2.2 Expectations held by the mentioned groups for the principals’ roles as administrators were significantly different at the .01 level. For this role, the comparison for the mean of scores between the pair of principals and administrators indicated a significant difference at the .05 level, but indicated neither significant difference between teachers’ and principals’ expectations nor teachers’ and administrators’ expectations. It was concluded that the elementary school principals had role conflicts as administrators. 2.3 Expectations held by the mentioned groups for the principals’ roles as community developers were significantly different at the .01 level. For this role, the comparison of the mean of scores between the pair of teachers and principals and the pair of teachers and administrators indicated a significant difference at the .05 level, but indicated no significant difference between principals’ and administrators’ expectations. It was concluded that the elementary school principals had role conflicts as community developers.
