THE ENVIRONMENTAL MANAGEMENT OF SCHOOL ADMINISTRATORS AFFECTING TEACHERS ACTIVE LEARNING MANAGEMENT UNDER THE OFFICE OF LOEI PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

The purposes of this research were to: 1) to examine the environmental management practices of school administrators, 2) investigate the implementation of active learning management among teachers, 3) analyze the relationship between school administrators environmental management and teachers active learning management, and 4) develop a predictive model identifying the aspects of environmental management that significantly influence active learning practices among teachers The research sample consisted of 301 participants, The sample consisted of 301 school administrators and teachers, selected using stratified random sampling, followed by simple random sampling using the lottery method. including school administrators and teachers. The research instrument employed was a structured questionnaire utilizing a five-point Likert scale. The reliability coefficients were 0.838 for the environmental management scale and 0.916 for the active learning management scale. Data analysis was conducted using descriptive statistics (mean and standard deviation), Pearson’s correlation coefficient, and analyze multiple regression using Stepwise method.

The results of the study were as follows: 1) School administrators’ environmental management, overall, was rated at a high level. 2) Teachers’ active learning management was also rated at a high level. 3) A statistically significant positive correlation at the 0.01 level was found between administrators’ environmental management and teachers’ active learning management, although the strength of the correlation was relatively low. 4) Two dimensions of environmental management—academic leadership (X3) and organizational management (X2)—significantly predicted teachers’ active learning management, yielding a multiple correlation coefficient (R) of 0.550. The predictive model accounted for 30.02% of the variance in active learning management with statistical significance at the 0.01 level. The predictive equation in the form of raw score was = 1.784 + 0.355(X₃) + 0.249(X₂) and the predictive equation in the form of standard score was = 0.353(Zx₃) ​+ 0.243(Zx₂)