Search Filter
- Publications
- Abstract of Theses and Dissertations
- Database
- Role Performance of Pathalung Agricultural College as Perceived by its...
Role Performance of Pathalung Agricultural College as Perceived by its Administrators, Teachers, and Students
Dissertation Abstract:
The study determined the role performance of Pathalung Agricultural College ( PAC) in Thailand as perceived by its administrators, teachers, and students. It employed the survey method and the use of secondary data such as school documents, annual reports, and other written materials in the school. Administrators and teachers were also interviewed.
A complete enumeration of the administrators (N=15), teachers (N=55), and students (N=235) was made. The study had a total population of 305. Statistical tools used were frequency distribution. percentage, rankings, measures of central tendency, Spearman Rank, T-test, F-test, and Schaffe's test.
Results of the study revealed that except for the physical plant, which was perceived to be adequate, all other inputs to PAC operation such as administration, teaching-learning process, support services, budget, and school-community and school-student organization relationships were perceived by the respondents as fairly adequate. This made PAC's actual role performance lower than the role expectation of the respondents.
Generally, role expectation as expressed by the respondents was higher than the role performance of PAC. The teachers had a higher role expectation than the administrators and the students. However, there were no perceived differences in the actual performance of PAC in terms of its provisions on occupational guidance, opportunities to apply management principles, inculcation of work skills, loyalty and thrift, self employment, College management, and farmer's training in agriculture.
Highly significant differences in role expectation and role performance were observed in the responses of the administrators as regards the inculcation of work consciousness and work ethics. Highly significant differences were also observed in teachers' responses to questions on occupational guidance, opportunities to apply management principles, inculcation of work consciousness, work skills, work ethics, industry, and discipline on the part of the students as well as guidance. All inputs to school administration were significantly related to either actual or expected role performance, or both of them.
Fairly adequate inputs such as school management, curriculum, instructional procedures, faculty performance, school site, school building, school clinic, classroom library, canteen. school-community relations, student organization, and budget tended to generate a corresponding output at PAC. This was explained by the highly significant relationship of the same inputs to either the actual or expected role performance of PAC or to both performance.
