A A PERFORMANCE APPRAISAL OF TEACHERS AND SCHOOL ADMINISTRATORS UNDER KHON KAEN PROVINCIAL ADMINISTRATIVE ORGANIZATION

Abstract

This research aimed to 1) examine the current state of performance evaluation of teachers and school administrators under Khon Kaen Provincial Administrative Organization; 2) investigate the desirable expectations for performance evaluation of teachers and school administrators under Khon Kaen Provincial Administrative Organization; 3) determine the needs assessment for desirable performance evaluation of teachers and school administrators under Khon Kaen Provincial Administrative Organization; and 4) propose guidelines for developing performance evaluation of teachers and school administrators under Khon Kaen Provincial Administrative Organization. The sample consisted of 184 teachers, while the target group comprised 20 school administrators under Khon Kaen Provincial Administrative Organization. The research instrument was a five-level rating scale questionnaire. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI Modified).

The research findings revealed that the current state of performance evaluation of teachers and school administrators was, overall, at a high level, whereas the desirable conditions were rated at a high to highest level. This resulted in a gap between the current and desirable conditions across all dimensions. The overall Modified Priority Needs Index for teachers was 0.358, and for school administrators was 0.439, reflecting an urgent need for development — particularly in the areas of learning management, performance agreement (PA) development, and learning support promotion for teachers, as well as strategic change management and innovation, school administration, and self and professional development for school administrators.

The proposed guidelines for developing performance evaluation of teachers and school administrators should emphasize enhancing learning management competency through the use of information and assessment results to improve instruction, systematically implementing performance agreements (PA), promoting data utilization for learner development, and establishing educational collaborative networks. For school administrators, the focus should be placed on developing transformational leadership, integrating innovation and digital technology into administration, strengthening student care and support systems, and pursuing continuous self-development.