การพัฒนาตัวบ่งชี้รวมคุณภาพการศึกษาของคณะครุศาสตร์ในสถาบันราชภัฏ โดยกลุ่มบุคลากรภายในและกลุ่มผู้ทรงคุณวุฒิภายนอก / อานุภาพ ธงภักดี = A development of composite indicators for educational quality of the Faculty of Education in Rajabhat Institutes by internal informants and external experts / Anupharp Thongphakdee
The main purposes of this research were to develop the composite indicators for educational quality of faculties of education in Rajabhat Institutes by : 1) Work included constructing and validating the structural equation model of educational quality of assessment by internal informants and external expert. 2) Comparing the composite indicators for educational quality. 3) Developing the composite indicators for educational quality of education in Rajabhat Institutes by internal informants and external expert. The samples comprised of two groups : the first group was 179 external expert and the second group was 347 internal informants. Data were collected by questionnaires and analyzed by descriptive statistics, confirmatory factor analysis and multi-group analysis through LISREL for Windows 8.12. Major results of the student were as follows; 1. Assessments of educational quality of the Faculties of Education in Rajabhat Institutes by internal informants were consistent with opinion data obtained from internal informants. Factor loading of 14 the factors was positive inthe range 0.56-0.89 and significant level at 0.01. The ordering of factors was learning resource and building and environment, student affair, research, finance and budget, quality assurance and enhancement, staff, administration and management, learning and teaching, curriculum, philosophy, mission and objective, support from alumna and community, student and value addition, respectively. 2. In external expert assessments, factor loading of the 14 factors was positive by equal 0.27-0.92 and significant level at 0.01. The ordering of factor was learning resource and student affair, finance and budget, learning and teaching, research, building and environment, administration and management, quality assurance and enhancement, support from alumna and community, student, value addition, curriculum, staff and philosophy, mission and objective respectively. 3. Examination showed no variation in the type of model between groups, but factor loading andvariance-covariance of error differed between groups. 4. The models of Educational quality of the Faculty of Education in Rajabhat Institutes were developed from data of two groups. The factor loading of 14 factors was positive by equal 0.38-0.93 and significant level at 0.01. The ordering of factor factor was learning resource, student affair, learning and teaching, building and environment, finance and budget, research, quality assurance and enhancement, administration and management, support from alumna and community, student, value addition, staff, curriculum and philosopohy, mission and objective, respectively.
