ទំនាក់ទំនងរវាងរបៀបដឹកនាំរបស់នាយកសាលា និងសកម្មភាពគ្រូបង្រៀននៅវិទ្យាល័យក្នុងខេត្តកំពង់ស្ពឺ The Relationship between School Principal Leadership Styles and Teacher Performance of Secondary School in Kampong Speu Province

The purpose of this study was to investigate the relationship of school principal leaderships’ styles and teachers’ performance in public secondary schools in Kampong Speu province.

Four research questions were formulated to explore: 1.what extent do principals in three public secondary schools in Kompong Speu Province involve teachers in decision-making, communicate to teachers, and delegate duties to teachers? 2. Is there a significant relationship between principals’ leadership style and teachers’ performance in the three public secondary schools? 3. Are there significant differences in teachers’ perceptions toward principals’ leadership style based on gender, age, educational level and experiences? 3.

Based on teachers’ perspectives, what are school administration matters that require immediate improvements? The study was carried in three public general secondary schools with the total of 127 participants. To accomplish this purpose, the study employed a descriptive design and semi structure interview. The instrument for the study was a five-point Likert type questionnaire. Principal leadership styles and teachers performance were identified as the independent variables and as the dependent variable. The questionnaires on communication to teaching staff, decision-making and delegation of duties were used to describe the principal leadership styles. While lesson plan, assessing students and involve in curricular activities were to determine the teachers’ performance with in the schools. The analysis of the quantitative data was carried out by using frequency, percentages, mean, standard deviation, one-way ANOVA and Pearson correlation.

The finding indicates that there is a positive relationship between leadership styles and teachers’ performance from the lowest (r=0.265), Involvement in Decision Making and Accessing Students to the highest (r=0.560), Delegation of Duties and Involvement in Co-curricular Activities relationship is significance (Sign=0.000 at 0.05 level). The findings revealed that the independent variable, communication to teaching staff, was the most practiced leadership styles in general secondary schools. Furthermore, the teachers’ performance was found to be high in general secondary schools.

In general the findings supposed to conclude, that principals’ leadership style of general secondary schools in in Kampong Speu province had significance effects on decision-making,​communication and delegation to improve the level of teachers’ performance. Based on the findings, it is recommended that the teachers’ ideas and taught should be considered in decision-making about the training criteria in their administration in order to enhance better performance amongst teachers.


This research is conducted by TRY Chantrea in Partial Fulfillment of the Requirement for the Degree of Master of Education in Educational Administration and Leadership at Master of Education program, Royal University of Phnom Penh.


For more information or access this research, please go to get a permission from Faulty of Education at Royal University of Phnom Penh or directly contact by the author, TRY Chantrea, via emal: chantreatry1@gmail.com


គោលដៅនៃការសិក្សាមួយនេះគឺធ្វើឡើងដើម្បីស្វែងយល់ពីទំនាក់ទំនងនៃភាពរបស់នាយកសាលា និង សកម្មភាពគ្រូបង្រៀននៅក្នុងវិទ្យាល័យរដ្ឋនៅក្នុងខេត្តកំពង់ស្ពឺ។ ដើម្បីសម្រចនៅវត្ថុបំណងនៃការសិក្សាស្រាវជ្រាវនេះសំនួរចំនួន៤គឺត្រូវបានបង្កើត  ឡើងៈ​​ ១. តើនាយកសាលា​នៅក្នុងខេត្តកំពង់ស្ពឺអនុញ្ញាតិអោយគ្រូចូលរួមក្នុងការសម្រេចចិត្ត ទំនាក់ទំនងជាមួយគ្រូបង្រៀន និងការបែងចែកតួនាទីបានប៉ុណ្ណា?​ ២. តើមានទំនាក់ទំនងរវាងរបៀបដឹកនាំរបស់នាយកសាលា និង សកម្មភាពគ្រូបង្រៀននៅក្នុងសាលារដ្ឋទាំង៣នោះឬទេ?​ ៣. តើមានភាពខុសគ្នាក្នុងការគិតរបស់គ្រូម្នាក់ៗទៅលើរបៀបដឹកនាំរបស់នាយកសាលាផ្អែកលើ ភេទ​ អាយុ កម្រិតអប់រំ និង​ បទពិសោធន៍ដែរឬទេ? ៤. ផ្អែកទៅទស្សនៈរបស់គ្រូ តើបញ្ហារគ្រប់គ្រងសាលាអ្វីខ្លះគួតែកែរលំអរ?​ ការសិក្សាត្រូវបានធ្វើនៅក្នុងវិទ្យាល័យរដ្ឋចំនួន៣​ ដែលមានគ្រូបង្រៀនចូលរួមចំនួន១២៧។ ដើម្បីសម្រេចគោលបំណង ការសិក្សាបានអ្នកស្រាវជ្រាវបានប្រើ descriptive design and semi structure interview។​ ឧបករណ៍សម្រាប់ការសិក្សាគឺ five-point Likert type questionnaire។​ របៀបដឹកនាំរបស់នាយកសាលា និងសកម្មភាពគ្រូបង្រៀន​ គឺត្រូវបានកំណត់ជា independent variables និង dependent variable។ បញ្ជីសំនួរ សួរទៅលើៈ​ ការចូលរួមក្នុងការសម្រេចចិត្ត ទំនាក់ទំនងជាមួយគ្រូបង្រៀន និងការបែងចែកតួនាទី និងសួរទៅលើៈ កិច្ចតែងការ ការវាយតម្លៃសិស្ស និងការចូលរួមសកម្មភាពខាងក្រៅគឺដើម្បីកំណត់សកម្មភាពគ្រូនៅក្នុងសាលា។ ដើម្បីវិភាគ quantitative data​ អ្នកស្រាវជ្រាវបានប្រើ frequency percentages mean​ standard deviation, one-way ANOVA ហើយនិង Pearson correlation។ ការរកឃើញបង្ហាញថាគឺមានទំនាក់ទំនងវិជ្ជមានរវាងភាពដឹកនាំរបស់នាយកសលា និង សកម្មភាពរបស់គ្រូបង្រៀន ដែលមានពីកម្រិតទាប់បំផុត(r=0.265)ការចូលរួមក្នុងការសម្រេចចិត្ត និង ការវាយតម្លៃសិស្ស ដល់កម្រិតខ្ពស់បំបំផុត(r=0.560) កាបែងចែកតួនាទី និងការចូលរួមសម្មភាពខាងក្រៅសាលាដែលមានទំនាក់ទំនង់(Sign=0.000 at 0.05 level)។​ ការរកឃើញបង្ហាញថា independent variable ការទំនាក់ទំនងទៅកាន់បុគ្គលិកបង្រៀនគឺត្រូវបានអនុវត្តន៍ច្រើនបំផុតនៅក្នុងវិទ្យាល័យនានា។ ការរកឃើញជារួមបង្ហាញថារបៀបដឹកនាំរបស់នាយកសាលានៅវិទ្យាល័យក្នុងខេត្តកំពង់ស្ពឺបានជះឥទ្ធិពលទៅលើ ការចូលរួមក្នុងការសម្រេចចិត្ត ទំនាក់ទំនងជាមួយគ្រូបង្រៀន និងការបែងចែកតួនាទី។ផ្អែកទៅអ្វីដែលបានរកឃើញ នាយកសាលាគួតែពិចារណារចំពោះគំនិតរបស់គ្រូបង្រៀនក្នុងការសម្រេចចិត្តអំពីលក្ខណៈបណ្តុះបណ្តាលដើម្បីជម្រុញសកម្មភាពគ្រូបង្រៀនអោយបានកាន់តែប្រសើ។

This research is conducted by TRY Chantrea in Partial Fulfillment of the Requirement for the Degree of Master of Education in Educational Administration and Leadership at Master of Education program, Royal University of Phnom Penh.

 

For more information or access this research, please go to get a permission from Faulty of Education at Royal University of Phnom Penh or directly contact by the author, TRY Chantrea, via emal: chantreatry1@gmail.com

 

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