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Extra resources for Reframing Transformational Leadership: New School Culture and Effectiveness
Using a panel of six Thai professors of educational administration, the resultant three-part CRSQ was analyzed to determine construct validity and content validity. In addition, the CRSQ was pilot tested with 25 students, 25 teachers, and 25 parents not included in the final sample. 7932 were obtained for the student, teacher, and parent versions, respectively. Version 1, CRSQ Version 1 presented student respondents with the following five items that focused on the degree to which students collaborate with teachers to design learning 42 PERCEPTIONS OF ELEMENTARY SCHOOL CLIMATE activities.
This finding is echoed in a recent Reuters News analysis of the Thai educational system – Thai education can be criticized because its “inward-looking curriculum emphasizes rote-learning and basic literacy and ignores critical thinking” (Ahuja, 2011). POSITIVE INFLUENCES ON SCHOOL CLIMATE Two factors appear to have contributed to the positive results reported in this chapter: (1) educational reform efforts by the Thai government and related agencies (for example, the National Education Act of 1999, the nationwide emphasis on “Achievement, Morality, and Happiness”) and (2) national efforts at national educational reform (First decade, 1999-2008, and Second decade, 2009- 49 WIROT SANRATTANA, FORREST W.
All education stakeholders (school administrators, teachers, parents, and other educators) must participate in the ongoing process of school climate development because the quality of a school’s climate depends upon a complex set of internal and external factors. Some factors are very sensitive to changes, and they must be monitored closely, not ignored. ” EDUCATIONAL REFORM AND THE FUTURE OF THAILAND Critics say that “without an overhaul to bring its system of education into the 21st century, Thailand will lose out in the race with Asian rivals for foreign investment” (Ahuja, 2011).