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l:IEASS'UMPTION UNIVERSITY LIBRARY

Creating High Performing Organization-Using Path-Goal, Transformation and

Authentic Leadership Theories and Processes:
A Case Study of St. Louis School Chachoengsao

Bro. Achin Tengtrakul

A Dissertation Submitted in Partial Fulfillment of the Requirements

for the Degree of Doctor of Philosophy in Organization Development
Faculty of Graduate School of Business
Assumption University
Academic Year 2015
Copyright of Assumption University
 Creating High Performing Organization-Using Path-Goal,
Transformation and Authentic Leadership Theories and Processes:
A Case Study of St. Louis School Chachoengsao

Bro. Achin Tengtrakul

A Dissertation Submitted in Partial Fulfilment of the Requirements

for the Degree of Doctor of Philosophy in Organization Development
Faculty of Graduate School of Business
Assumption University
Academic Year 2015
Copyright of Assumption University
 Dissertation Title Creating High Performing Organization - Using Path-Goal,
Transformation and Authentic Leadership Theories and Processes: A
Case Study of St. Louis School Chachoengsao

By Bro. Achin Tengtrakul

Major Doctor of Philosophy in Organization Development (Ph.DOD)
Dissertation Advisor Perla Rizalina M. Tayko, Ph.D.
Dissertation Co-advisor : Maria Socorro Cristina L. Fernando, Ph.D.
Academic Year 1/2015

The Graduate School/Faculty of Graduate School of Business, Assumption University,

has approved this dissertation as a partial fulfillment of the requirements for the Degree of
Doctor of Philosophy in Organization Development.

Dean of Graduate School of Business, Kitti Phothikitti, Ph.D.

DISSERTATION EXAMINATION COMMITTEE

....... i/rn.. ~f.Jc. .f+.J.f.~ . . Chairman

Vorapot Ruckthum, Ph.D.

. ...... Dissertation Advisor

Program Director of OD, Perla Rizalina M. Tayko, Ph.D.

~? ~ -~
.....0 '.":":'~r····~~.~ ~D·
..., ....... .. .........~ issertation
· C o-Ad"
visor
7 0
Maria Socorro Cristina L. Fernando, Ph.D .

............... Member

................................. External Member

Teerapun Chaimongkonrojna, Ph.D.

 Abstract

In this study, Creating High Performing Organization-Using Path-

Goal, Transformation and Authentic Leadership Theories and Processes: A Case Study of St.
Louis School, Chachoengsao, the main objectives were : to assess the current levels of
leadership skills of the leadership team, staff engagement, and the performance effectiveness
of the staff -at St. Louis School Chachoengsao; to design Organization Development
Interventions (ODI) that will enhance the leadership skills, staff engagement and the
performance effectiveness of SLC; to implement ODI and to evaluate the initial effects of
ODI on the levels of leadership skills staff engagement and the performance effectiveness at
SLC ; and to propose a Roadmap to sustain the initial positive effects of the ODI and thus
further develop SLC as an excellent academic institution.

The pretest survey questions on leadership skills and styles by all leaders, and
employee engagement questionnaires survey were also conducted prior to implementing the
OD interventions. A SOAR Workshop was also conducted to know the priorities of the
school community in its future direction and be the basis for the research study.

The research process involving the Pre-ODI, the implementation of OD and the Post-
OD were conducted. At the beginning of the process, the 3 workshops were conducted with
248 Thai teachers as participants. The three workshops were on Whole - Brain Based
Organization Development, Responsible Gap for Engagement, and Team Building
Workshop. Random Interviews with 22 teachers, 10 parents and 15 alumni were also
conducted.

The results showed significant improvements on the leadership styles and the
employee engagements. The performance effectiveness of the teachers showed no
significant improvement. However, the results of teachers, parents and alumni through the
interviews were positive on performance effectiveness.
The researcher proposed 5 roadmaps for SLC future development on leadership skills,
personnel, academic and students development, so that SLC will be the high performing
school in the future.
 Acknowledgement

I have received support and encouragement from a great number of group and of
individuals for the completion of this dissertation. I would like to place on record my sincere
appreciation and gratitude to all those men and women of good will who gave me invaluable
support and-encouragement while pursuing PhDOD program since June 2013 and especially
while conducting this research work.
Firstly, I extend my gratitude to the Almighty God who gave me the strength to
persevere my personal development goal that I long for during the past many years,
especially when I was hospitalized.
Secondly, I would like to express my gratitude to Rev. Bro.Sirichai Fonseka, for
allowing me to take this program while he was the Provincial Superior. I also would like to
thank Dr. Kitti Photikitti, Dean of the Graduate School of Business for helping and
encouraging me throughout the course, till today. I also want to express my gratitude to Dr.
Perla Rizalina M. Tayko, the Director of PhDOD program, Assumption University for her
valuable advice for without her guidance, support and comments throughout, from the
beginning to the end of the course, I may not be able to carry out my work well.
I also would like to thank especially Dr. Marissa L. Fernando, my advisor, who
always available and sacrificed time for my research. She is really a good advisor to students,
for without her encouragement, support, guidance and assistance I would not have been able
to do the research and achieve and finish this dissertation as of now.
Special thanks to Dr.Sunanta Vejchalermjit, the Ph. DOD graduate, academic year
2012 from Assumption University for allowing me to use her questionnaires for my
dissertation.
Lastly people I should not forget are all members of GSB professors and staff in the
office who always assisted me. The AU head librarian, Ms. Chiraprapha, who always helped
me with books and articles from the AU library.
Finally, I should not forget the SLC teachers who always helped me to collect
information and data about the school, parents, students and alumni. I assure all that I will
attempt to utilize this dissertation for SLC improvement and development is worth the time,
energy, and money spent for my journey on education.

ii
 It/JG AS~lJM.PT10.N UNJV.El<.S1TY LllUlARY

Contents
Page

Abstract ............-.................................................................................... .
Acknowledgement........................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Contents .................................................................................................. 111

List of Tables ..................................... .. .. ... .... ................ ............................ vi

List of Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter I THE CHALLENGE-THE PROBLEM/POTENTIAL FOR CHANGE .... 1

Generalities of the Topic............................................................. 1
Problems facing Thailand education system...................................... 21
The Focal System: St. Louis Chachoengsao ........................................ 23
Research Objectives and Questions .. ...... ......................... ................ 34
Definition of Terms............................................ ....................... 37

Chapter II THE LITERATURE REVIEW AND THE THEORETICAL,

CONCEPTUAL AND RESEARCH FRAMEWORKS...................... 39
A. Change Management........................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
B. Change Management in Schools ............................................... 40
C. Effective School Performance... ............................................... 41
D. School Leadership................................................................ 45
E. Staff Development for Performance Effectiveness .. . . . . . . . . . . . . . . . . . . . . . . . 64
F. Related Studies of Enhancing Leadership skills,
Staff Engagement and Performance Effectiveness ........................... 77

Chapter III RESEARCH METHODOLOGY............................................... 90

3.1 Research Methodology.. .......... ............................ .. ............... 91
3.2 Subjects of Study.................... .. .. . . .. . .. . . .. .. .. .. .. . .. . .. . .. . .. . .. .. .. . 91

iii
 3.3 Research Instruments, Tools and other Data-Gathering Techniques
and Procedures............... ................................................... 92
3.4 Instrumentation................................................................... 93
3.5 Design/Development of OD Interventions, Data Collection/
Documentation of the Change Processes.................................. 93
3.6 Data Analysis................................................................... 101
3.7 Timeline of Research ............. ............................................. 103

Chapter IV THE RESULTS, ANALYSIS, INTERPRETATION OF DATA.......... 105

Research Question 1 .................................................................. 109
Research Question 2 .................................. ................................ 134
Research Question 3... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 139
Research Question 4 ................... .. ... .......... ... .............. .............. 182

Chapter V SUMMMARY, CONCLUSION AND RECOMMENDATIONS........ 190

5.1 Summary. .... . ................ ............................... ................... 190
5.2 Conclusions........ . ...... ..................................................................... 193
5.3 Recommendation.... ......................... . ......... ....................... 200

EPILOGUE......................................................................................... 204

REFERENCES ............. ... ...... ................................................................ 207

APPENDICES
Appendix 1: Numbers of SLC students ............... .................................. 220
Appendix 2: Grades of Education Comparison with other Foundation's schools. 221
Appendix 3: Permission Letter from Dr. Sunanta....... .. .. . .. . ... . .. . . . . . .. .. .. . . .. 230
Appendix 4: Workshop on Whole-Brain Organization Development
for Transformative Education...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 249
Appendix 5: Workshop on Responsible Gap for Engagement.. ..................... 250
Appendix 6: Workshop on Team building, Coaching, Dialogue and Project...... 251

iv
Appendix 7: Satisfaction Questionnaire after the training ............................ 252
Appendix 8: The Comparison of the results of 0-Net with the local, and
the National standard...................................................... 254
Appendix 9: Guideline for Interviews ................................................... 260

Appendix 10: The names, positions of the successful Alumni....................... 264

Appendix U: The Criteria for the Outstanding Teachers Award organized

by the Federation of Parents and Teachers Saint Gabriel's
Foundation, Thailand..................................................... 265
Appendix 12: Policies of Saint Gabriel Foundation.................................. 266

Appendix 13: The Budget for the Roadmap, Theme 1-4 .............................. 268
Appendix 14: The Budget for the Roadmap, Theme 5 ................................ 269

v
 List of Tables

Page

Table 1: Top 10 countries in the Global Index of Cognitive Skills

and Educational Attainment 2014.... .. . . . . . . .. . .. . . . . .. . .. . . . . ... . .. . . . . . . . .. . . . . .. 6

Table 2: Thailand's Educational Profile in Figures: New Series: Academic

year 2009-2013......... .............................. .............................. ... 15

Table 3: Brief profile of SLC teachers................................................... ..... 28

Table 4: Intrapersonal Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Table 5: Participants in questionnaire and interviews at random... .. .. .. .. .. .. .. .... .. ... 92

Table 6: The Timeline of Research....... ..... ................................................ 103

Table 7: Brief profile of teachers, students and parents..................................... 105

Table 8: Results of the Survey on Leadership Styles as rated by the School Leaders .. 109

Table 9: Results of the Survey on Leadership Skills as rated by School Leaders ... .... 111

Table 10: Teachers score on Leadership Skills of their managers............... . . . . . . . . . . 120

Table 11: Teachers score on Leadership Skills of their managers......... . . . . . . . . . . . . . . . .. 122

Table 12: Employee Engagement as assessed by teachers and leaders.................... 131

Table 13: Details on topics preference for future seminar.................................. 136

Table 14: The effect of Interventions on Leadership styles and Leadership skills
as rated by the leaders and teachers.. .. .. . .. .. .. . . .. .. .. .. . .. .. .. . .. . .. .. .. . .. .. .. . 140

Table 15: The effect of the Intervention on teacher engagement as rated by the
leaders and teachers...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Table 16: Comparison of teachers performance year 2013, 2014. .. .. . .. . . .. . .. .. .. .. . .. .. 143

Table 17: The Roadmap for developments................... ........ ........................ 182

Table 18: Appropriate Leadership Style............. ............ ............................. 195

vi
 List of Figures

Page

Figure 1: Performance of Students in Science on PISA Surveys between 2000 and 2009

in selected OECD Countries......................................................... 3

Figure 2: Mathematics Performance Scores of 15-Year-Old Students on Three

PISA Surveys in Selected OECD Countries, 2000-2006. .. .. . .. . . .. .. . . .. .. . . .. 3

Figure 3: International Comparison of Educational Investment 2014..................... 20

Figure 4: SLC Organizational Chart......... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 27

Figure 5: The results of SOAR model.......................................................... 29

Figure 6: The Basic Idea behind Path-Goal Theory.......................... . ............... 47

Figure 7: Major Components of Path-Goal Theory........................................... 48

Figure 8: Path-Goal Theory: How It works.................................................... 49

Figure 9: The Additive Effect of Transformational Leadership . . . . . . . . . . . . . . . . . . . . . . . . .... 52

Figure 10: Authentic Leadership Characteristics ............................................... 57

Figure 11: The RPTIM Model of Professional Development... ......... . . . . . . . . . . . . . . . . . . .. 69

Figure 12: The Model of training: Individual training Model, the past practice... . . . . . .. 69

Figure 13: Peter Bramley (1991) proposed model for a systematic

training cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Figure 14: The system for Performance Effectiveness........................................ 78

Figure 15: The BrainMap........................................................................ .. 81

Figure 16: Theoretical Framework....... .. .. ............. ..... ...... ................ .. ......... 84

Figure 17: Conceptual and Research Framework........................................... ... 87

Figure 18: The Action Research Design............................... ......................... 90

Figure 19: Model for enhancing/ training development for leaders........................ 198

vii
Creating High Performing Organization-Using Path-Goal, Transformation and Authentic

Leadership Theories and Processes: A Case Study of St. Louis School, Chachoengsao

Chapter 1

The Challenge for Change

Generalities of the Topic

Global Context

In the past education was viewed as a valuable source and a key tool for economic

development; but now, the role is changing particularly in the older advanced nation states.

Education is now seen primarily as a means of individual and collective economic advancement.

Citizen formation has given way to skills formation, nation-building to national economic

competitiveness. National governments will continue to see education as an important vehicle

of national development, both economic and social.

The education system, though increasingly open to international markets in students and

ideas, will remain national institutions, primarily under national control. They will continue to

pursue national goals in economic and social development, forming citizens and skills.

The concept of "Lifelong Learning" and "Lifelong Education" were introduced in

American Education during the 1990s due to the realization of the rapid pace of changes in the

society and was implemented only in elementary or secondary schools. Most people lived their

entire life in the same community and worked for 30 or more years for the same company or on

the same firm. (Wishinietsky, D.H., 2002). Lifelong education is not just about jobs and

employment, but it has many dimensions and involves the process of transforming experience

1
 into knowledge, skills, and attitudes about every aspect of life. The term lifelong education

implies that life experience and awareness does not take place only during adulthood, but begins

at birth and ends at death. Learning is a dynamic and continuing process throughout life. It is

not limited to formal institutions, but also with other organizations such as daycare centers,

local library, senior citizen centers, clubs and museums, and so on.

So, education must continue beyond traditional schooling for people to be successful

citizens. An example is Finland's education system which shows best results. Finland is number

one in international education where teaching is a high-status profession, akin to being a doctor.

Those who enter not only stay in teaching, but many continue their studies, not to leave, but to

learn more and contribute more to their profession. (Ann Lieberman, in her forward, Finish

Lesson).

According to a global report by education firm Pearson (2012), the best 10 countries for

Education are:

1. Finland

2. South Korea

3. Hong Kong

4. Japan

5. Singapore

6. United Kingdom

7. Netherland

8. New Iceland

9. Switzerland

10. Canada

2
 :. so-- ---------·--·-- --·--------- -- -- ---- - - - - - - -

Sl.Jj --·------··--··-·-·------ ··- -·-·--·- --··---·-------

; 4(1 - - - - - - - - -·-- - ·· - - - - - - - -

Car~ :tl'jJ U-e:w le ~ lar;d A:tWa'-1.i Ja~u ~~H

!iE3" '2003--t~i·· ll-"5091

Figure 1. Performance of Students in Science on PISA Surveys between 2000 and

2009 in Selected OECD Countries

560 - - - - - - -- - -·---·---- - - - · · -····----------- - - - - -- - - - - - --- - -···· --

'i{l[) ------

48U -I -
JGO , 1. UK New Fin lar.cr
Zf!'a a~o
•2000 . 2003

-''""·,·,·: 1 H:U l ( 200 I • 200·1, ictlli ).

Figure 2. Mathematics Performance Scores of 15-Year-Old Students on Three PISA

Surveys in Selected OECD Countries, 2000-2006

Figures 1 and 2 show the outstanding performance of students in OECD where schools

have good standards on leadership, teacher effectiveness and performance. An example of

Finland's educational system with high standards include the following characteristics:

3
1. Finish children do not start school until they are 7 years old.

2. The children are not measured at all for the first six years of their education.

3. There is only one mandatory standardized test in Finland, taken when children are 16.

4. All children, clever or not, are taught in the same classrooms.

5. Finland spends around 30 percent less per student than the U.S.A.

6. 30 percent of children receive extra help during their nine years of school.

7. 66 percent of students go to college, the highest rate in Europe.

8. Science classes are capped at 16 students so that they may perform practical

experiments in every class.

9. 93 percent of Finns graduate from High School 17.5 percent higher than U.S.A.

10. 43 percent of Finnish high school students go to vocational schools.

11. Elementary school students get 75 minutes of recess a day in Finnish versus an average

of 27 minutes in the U.S.A.

12. Teachers only spend 4 hours a day in the classroom, and take 2 hours a week for

"professional development".

13. Finland has the same amount of teachers as New York City, but far fewer students

(600,000 students compared to 1.1 million in New York City).

14. The school system is 100% state funded.

15. All teachers in Finland must have masters degrees, which is fully subsidized.

16. The National Curriculum is only board guidelines.

17. Teachers are selected from the top 10% of graduates.

18. The average starting salary for a Finnish teacher was US$ 29,000 in 2008, compared

with US$ 36,000 in U.S.A.

4
 19. There is no merit pay for teachers.

20. Teachers are effectively given the same status as doctors and lawyers.

21. In an international standardized measurement in 2001, Finnish children came top or

very close to the top for science, reading and mathematics. (Pisa, OECD and

Smithsonian, Dec.14, 2011, New York Times).

Regional Context

Most of the Asian countries adopt the 6-3-3 pattern representing 6 years of primary

education, three years of lower secondary, and three years of higher secondary or vocational or

technical education and four years university study. Today, almost all; primary and secondary

schools are equipped with computer hardware and soft-ware resources, JCT competency training

for teachers and administrators, except some schools in the rural areas and mountainous areas.

At present, Asian countries realize that education has the task to transform and prepare

resources development. Solving the problems of education should not be done separately, but must

be measured or actions taken must be comprehensive.

Among these ten Asian countries, only Singapore's education is considered as one of the

best in the world.

Singapore's education system has been described as "world-leading" and in 2010 was among

those picked out for commendation by the now-former British Education Minister Michael Gove.

(Table 1)

5
Table 1

Top 10 countries in the Global Index of Cognitive Skills and Educational Attainment 2014 (The

Economist lntellig<mce Unit, 2014)

Country 2014 Index Rank Change on 2012 Ranking

South Korea 1 +1

Japan 2 +2

Singapore 3 +2

Hong Kong-China 4 -1

Finland 5 -4

United Kingdom 6 0

Canada 7 +3

Netherlands 8 -1

Ireland 9 +2

Poland 10 +4

Source: The Economist Intelligence Unit (2014)

In 1997, the Singapore education system started to change into ability-driven after then

Prime Minister Goh Chok Tong outlined his "Thinking Schools, Leaming Nations" vision. Under

this policy, more emphasis was given to national education, creative thinking, collaborative

learning, as well as JCT literacy. Schools became more diverse and were given greater autonomy

in deciding their own curriculum and developing their own niche areas. The differences between

6
the various academic streams became blurred. The Ministry of Education also officially

acknowledged that "excellence" will not be measured solely in terms of academic excellence.

Challenges of Education in Asia

Some problems of education in South East Asian Countries, include the following; (Source:

Summary of South East Asian Countries, Wikipedia)

1. The entire higher education system is facing several crises, such as outdated curricula, a

lecture- centered method of teaching and learning, a lack of linkage between teaching and

research activities, and a large discord between theory and practical training, that leads to a

large number of graduates being unable to find a job, while skills shortages drive inflation

to double-digit level.

2. Advanced and specialized high school students are generally expected to study additional

courses, which can amount to a total of nine periods a day.

3. Private language centers offering English as a Second Language are in high demand in the

larger cities. Students flock to these schools to increase their employment opportunities.

4. Lack of teachers due to low salaries.

5. Lack of proper training for teachers. This has led to poor education qualities.

National Context: Public and Private Education in Thailand.

Prior to the introduction of the school system from western countries to Thailand, education

in the country was traditionally provided by three main institutions of the Thai society: homes,

palaces, and temples. While occupational and life skills were transmitted from generation to

generation at home, boys were taught with knowledge about reading, writing, Buddhist preaching,

and morality at temples. Royal and noble family members were trained with high level classic art

7
 and literature in palaces. Such education could be categorized as informal education, which did

not require any curriculum, evaluation, building, policy, plans and purposes. Parents and monks

automatically played significant roles as teachers.

Primary education was the first system of education established in the reign of King

Chulalongkom, who ruled Thailand during the same period as Emperor Meiji of Japan.

Throughout the one hundred-year history, primary education in Thailand has developed, according

to the changing situations and governments' policies, from quantity-oriented. And now the heart

of all concerns for primary education is not only the matter of improvement of quality, but also the

effective and efficient management.

Thailand's Education during the Modernization Period

The first education reform in Thailand was initiated by King Chulalongkorn (1868-1910)

who has been highly respected by Thai people as one of the greatest visionary kings in the history

of Thailand. During his reign, many neighboring countries had already become colonized by

European colonialism. Thailand was no exception in suffering from the threats. In order to protect

the nation's sovereignty, the King played a leading role in strengthening Siam's diplomatic and

international ties with the superpower countries such as England, France, Russia and Germany.

After his visits to many countries in Europe and Asia, the King returned to his country with the

policy of modernization to transform Siam into a modem nation so as to protect the nation from

falling under the colonialism. It was, therefore, during this period that several reforms took place,

for example, railway system, postal service, modem public administration system, military reform,

bureaucratic reform, and so on.

8
1
f

I
'
 Education was regarded by the King as an important means of modernization. Realizing the

value of investing in human resources, the King provided King's scholarship and sent capable

young men to study in Europe. After the graduation, those men were assigned to leading positions

in bureaucratic offices following the bureaucratic reform and the establishment of various

departments and ministries. It was obvious that the main purpose of training people with the new

education system was to have them serve in civil service. Besides, the King sent his close assistants

to observe the management and operation of education in many European countries including

Japan. Many of them returned home to serve as active agents for education reform.

Under the military governments during the period including 1957 to 1973, the educational

administration was transferred to the hands of militaries. Along with the increase in the number of

students, the numbers of teachers also increased, but their salaries and working conditions were

deteriorated. After the 1974 student revolution took place, the civil government was established

and the education administration returned to the competence of the ministry of education. The

curriculum reform in 1978 brought the change of the duration of the primary level from 7 years to

6 years. The 1980 National Primary Education Act provided that all villages should be equipped

with schools. The development of primary education entered the completion stage of

universalization in the 1990s. Since then, the policy decisions and their implementations have been

carried out in accordance with the Education for all plans. The environment ration was about 90%

in 1996 and almost 100% in 1998. But according to the educational evaluation conducted from

2003 to 2005, about 40% of the sixth grade children performed rather poorly in Thai language,

sciences, mathematics and English. So, the improvement of the instruction methods, betterment of

teachers' working conditions, decentralization of education administration, and abolishment of

small size schools are designed to improve the situation.

9
History of private education in Thailand

In Thailand the involvement of the private sector in education goes back to the times when

formal education, in the modern sense of the term, was nonexistent. Education was chiefly

provided by monastic schools belonging to Buddhist temples, where boys were taught by monks.

The boys were taught Thai, Pali and other basic skills. King Ramkhamhaeng, the third monarch

of Sukhothai, the first capital of Thailand, created the Thai alphabets in 1283.

Ayuthaya was the second capital of Thailand. During the Ayuthaya period (1377-1767),

boys were sent to live in Buddhist monasteries where monks would teach all that the young should

know, including Thai and Pali. Those children of royal officials that wanted to follow in their

father's footsteps had to go through monkhood before they could be appointed officials. 'Schools'

in those days were totally different from what they are nowadays. There were no school buildings

as such. Nor was there a curriculum to speak of. Each monk determined himself the number of

students he would be teaching, because he was also responsible for their subsistence and general

welfare.

New conceptions of education began to make their way in Thailand during the l 71h century,

when French Roman Catholic missionaries of the Mission Etrangere established schools.

According to the records left by French visitors and missionaries, Chao Phraya Wichayen, a

European who became a high-ranking official at the Thai Court, built a number of private schools.

Three names were mentioned: Sri Ayuthaya School, Musprad School and Sammanen (Seminary)

School. These private schools were however closed down after the death of King Narai in 1688

(Watson, 1980).

10
 THJ!: t.;SSUMPTIO.N Ul:'{ iV.i!:l~J.TY .LlJUUUt){

~H~7UU e· 1

Thonburi was the third capital of Thailand. During the Thonburi period (1767-1782) and the

early Bangkok period (1782-1868) traditional continued to prevail. Under this system, however,

only boys received schooling from the monks. Schooling was practically denied to girls, most of

whom received some basic education at home while some were sent to serve in the palace. As a

rule, they were taught cooking, housekeeping and good manners.

It was not until King Rama Ill's reign (1774-1851) that the Europeans made their presence

felt again with the opening of a Portuguese consulate in Bangkok.

In 1828 a group of Presbyterian missionaries came to Thailand. They first preached

Christianity to some Chinese living in Thailand. Since they did not speak Thai, they were unable

to reach the Thai audience. Later, after learning the language, they began preaching to Thai people

in Thai. These missionaries were the first to set up private schools, and modern education thus

started to take root. A particu~arly propitious period was the reign of King Rama N (1851-1868),

also known in the West as King Mongkut. In 1848 an American missionary by the name of Mrs.

Mattoon started to teach non-Burmese children in her community. In 1852 she started a school for

adults, teaching Thai. Her school, therefore, is regarded as the first private school in Thailand.

Also in 1852 the Presbyterian missionaries opened another school near the Temple of Dawn

(called Wat Arnn or Wat Chaeng in Thai) in Thonburi. It was a boarding school and the first of its

kind in Thailand. The school taught Chinese to Chinese students. It was later merged with Mrs.

Mattoon's school in 1857. The boarding school was moved to Tambon (sub-district) Sam-Re. The

school admitted the first group of girl students in 1859. In 1860 the language of instruction was

changed from Chinese to Thai.

11
 Soon more private schools were established. In 1874 a school for girls was opened, called

Kunsatrii Wang Lang School, which is currently known as Wattana College. In 1877 the Thai-

Farang School was set up, now known as ASSUMPTION SCHOOL. All these schools were

supported by missionaries.

In 1888 the American Reverend John Akin set up the Christian High School, a school for

boys, in Tambon (sub-district) Kudichin, in Thonburi. In 1890 the school was moved to Tambon

(sub-district) Sam-Re and merged with the first Presbyterian school. In 1903 it was moved to

Pramuan Road in Bangkok and changed its name to Bangkok Christian High School. It was the

first private school in Bangkok. It is now known as Bangkok Christian College.

There were no private schools owned by Thais until 1905 when Bamrung Wittiaya School

was registered with the Ministry of Education. It was then that the Ministry of Education began to

play its role in the supervision of private schools. There were four private schools supervised by

the Ministry.

King Rama IV (King Mongkut) took a keen personal interest in education. In 1862 he hired

an English lady to teach English to his children. One of her students later became King Rama V

(King Chulalongkorn). King Rama IV was thus the first monarch to experiment with Western

education, but unfortunately he did not live long enough to turn his interest into something more

concrete.

King Rama V (King Chulalongkorn) came to throne on 2 October 1868. He made his father's

educational wishes come true. In 1871 he established a school for royal pages on the palace

grounds. This Royal Pages' School was the first modern Thai school, teaching elementary

mathematics, Thai and foreign language. The students were also taught etiquette to prepare them

for their role as royal pages. The school was different from other traditional monastery schools.

12
The teachers were laymen and there were timetables for various subjects. Only children from royal

and noble families were accepted.

In 1884, 50 years after the establishment of the first private school, the first government

school for the general public came into being, built on the grounds of Mahannoppharam Monastery

and named Mahannoppharam School.

In 1885, by royal proclamation, parents were encouraged to enroll their children. The school,

however, was not very popular, for most parents feared that their children would be recruited into

military service. The king had to expressly inform the public that his wish was to provide education

to children of the people.

The Ministry of Education started to lay down rules and regulations on private education in

1905 when there were only four private schools.

In 1918 there were 127 private schools and 9,482 students. That year the first Private School

Act was promulgated enabling the MOE to inspect and control the schools, especially Chinese

schools. The second, third and fourth Private School Acts were promulgated in 1936, 1954, and

1975, respectively. The Private School Act that is currently in application was promulgated in

1982.

Categories of private schools

In accordance with Section 15 of the Privates School Act of 1982, private schools have been

grouped into the following three categories:

1) Private schools that offer formal education programmes as stipulated or approved

by the Ministry of Education. They can be categorized as follows:

(1) General Education schools

(1.1) Pre-primary

13
 (1.2) Primary

(1.3) Secondary

(2) Vocational Education schools

(2.1) Secondary (up to certificate level)

(2.2) Higher (up to diploma, higher technical or professional level)

2) Private schools that offer non-formal education programmes as stipulated or approved

by the Ministry of Education. Those can be categorized as follows:

(1) Schools that follow the national programmes

(1.1) Non-formal education schools

(1.2) Vocational education school

(2) Schools that follow programmes/ courses approved by the Ministry of Education:

(2.1) Schools offering short or part-time programmes

(2.2) Religious schools

(2.3) Schools offering distance learning programmes

(2.4) Schools providing tutoring in specific subjects m the Ministry of

Education's regular programmes

(2.5) Art schools

(2.6) Vocational schools

Special education schools offering programmes suitable for people with special needs

including physical or mental disabilities and/or intellectual impairment. Some schools are also

specially intended for the poor and other educationally disadvantaged groups and offer so-called

welfare education.

14
 The following tables show the recent demographics of the Educational institutions in the

Kingdom of Thailand from Office of the Permanent Secretary, Ministry of Education 2009- 2013.

Table 2

Thailand's Educational Profile in Figures: New Series: Academic Year 2009 -2013

A. School-Age Age
2009 2010 2011 2012 2013
Population Group

Pre-Primary Education 3-5 2,642,698 2,723,397 2,725,696 2,711,236 1,749,196

Primary Education 6-11 5,284,161 5,238,546 51,320,903 5,235,201 4,905,460

Secondary Education 12-17 6,722,277 7,320,063 5,940,108 5,883,882 4,535,508

- Lower Secondary 12-14 3,544,212 3,685,428 3,141,069 2,497,692 2,391,390

- Upper Secondary 15-17 3,178,065 3,634,635 2,799,039 3,386,190 2,144,118

Higher Education 18-21 2,283,959 2,400,136 2,377,219 2,557,268 2,416,579

Total (persons) 3-21 16,933,095 17,682,142 16,175,926 16,387,587 13,606,743

2009 2010 2011 2012 2013

Educational Educational Educational Educational Educational

statistics in statistics in statistics in statistics in statistics in

brief. brief brief brief brief

Sources:
Retrieved Retrieved Retrieved Retrieved Retrieved

November November November November November

19, 2014, 19, 2014, 19, 2014, 19, 2014, 19, 2014,

from from from from from

http://www. http://www. http://www. http://www. http://www.

mis.moe.go.t mis.moe.go.t mis.moe.go.t mis.moe.go.t mis.moe.go.t

15
 ...

h/mis- h/mis- h/mis- h/mis- h/mis-

th/images/sta th/images/sta th/images/sta th/images/st th/images/sta

tistic/Statisti tistic/Statisti tistic/Statisti atistic/Statist tistic/Statisti

- c/statistics25 c/statistics25 c/statistics25 ic/statistics2 c/statistics25

52.pdf 53.pdf 54.pdf 555.pdf 56.pdf

B. Total Student Enrolment 2009 1010 2011 2012 2013

Formal Education 13,998,328 14,150,863 13,954,735 13,931,095 13,606,743

Non-Formal Education 2,934,767 3,531,279 2,221,191 2,456,492 2,650,630

Education for the Ecclesiastics - - - - -

Total (persons) 16,933,095 17,682,142 16,175,926 16,387,587 16,257,373

2009 2010 2011 2012 2013

Educational Educationa Educationa Educationa Educationa

statistics in l statistics l statistics l statistics l statistics

brief. in brief. in brief in brief in brief.

Retrieved Retrieved Retrieved Retrieved Retrieved

Sources: November November November November November

19, 2014, 19, 2014, 19, 2014, 19, 2014, 19, 2014,

from from from from from

http://www. http://www. http://www. http://www. http://www.

mis.moe.go mis.moe.go mis.moe.go mis.moe.go mis.moe.go

.th/mis- .th/mis- .th/mis- .th/mis- .th/mis-

th/images/st th/images/s th/images/s th/images/s th/images/s

16
 m&ASSIJMPTION lJNIVIBSlTY LIBRA.Kl

atis tic/Stati tatistic/Stati tatistic/Stati tatistic/Stati tatistic/Stati

stic/statistic stic/statistic stic/statistic stic/statistic stic/statistic

s2552.pdf s2553.pdf s2554.pdf s2555.pdf s2556.pdf

-

Table 2 (Cont.) Thailand's Educational Profile in Figures: New Series: Academic Year 2009 -
2013

17
D. Number of Educational Institutions
Total Public Private
(2013)

Whole Kingdom (persons) 13,604,209 10,850,208 2,754,001

Pre-Primary 1,749,196 1,128,040 621,156

Primary 4,905,460 3,866,397 1,039,063

Lower Secondary 2,391,390 2,080,249 311,141

Upper Secondary (General) 1,442,186 1,275,262 166,924

Upper Secondary (Vocational) 699,398 460,626 238,772

Below Bachelor's Degree (Vocational) 312,790 228,678 84,112

Below Bachelor's Degree (Others) 3,294 3,294 -

Undergraduate Degree and Higher 2,100,495 1,807,662 292,833

2013 Educational

statistics in brief.

Retrieved November

Sources: 19, 2014, from

http://www.mis.moe.go

.th/mis-

th/images/statistic/Sta ti

stic/sta tistics255 6. pdf

18
Table 2

(Cont.) Thailand's Educational Profile in Figures: New Series: Academic Year 2009 - 2013

E. Educational Bucfget 2009 2010 2011 2012 2013

Pre-elementary Education

Primary Education 281 ,570.8 282,212. 1 310,330.0 338,758.2 367,010.0

Secondary Education

Higher Education 72,058.6 62,604.2 71,749.8 73,821.3 83,326.3

Not Allocated by Level of

138.6 2,052.8 2,406.2 2,317.9 2,598.0
Education

Services and Support to Education 53,667.0 22,471.5 22,747.4 16,454.6 22,275 .9

Other Types of Education 11 ,798.2 9,784.2 15,006.5 14,175.5 18,681.8

Total (Baht) 419,233.2 379,124.8 422,239.9 445,527.5 493 ,892.0

2009 2010 2011 2012 2013

Educationa Education Educational Educational Educational

I statistics al statistics statistics in statistics in statistics in

in brief. in brief brief brief brief

Sources: Retrieved Retrieved Retrieved Retrieved Retrieved

November November November November November 19,

19, 2014, 19, 2014, 19, 2014, 19, 2014, 2014, from

from from from from http://www.mi

http://www http://www http://www. http://www. s.moe.go.th/mi

.mis.moe.g .mis.moe.g mis.moe.go.t mis.moe.go.t s-

o.th/mis- o.th/mis- h/mis- h/mis- th/images/stati

19
 th/images/s th/images/s th/images/sta th/images/sta stic/Statistic/st

tatistic/Stat tatistic/Stat tistic/Statisti tistic/Statisti atistics2556.p

istic/statisti istic/statisti c/statistics25 c/statistics25 df

- cs2552.pdf cs2553.pdf 54.pdf 55.pdf

Table 2

(Cont.) Thailand's Educational Profile in Figures: New Series: A cademic Year 2009 - 2013

10.0
9.1
9.0

8.0

7.0

6.0

5.0

4.0

3.0

2.0

1.0

0.0
f.''b
':>.'b-4.
~?

Figure 3. International Comparison of Educational Investment 2014

Sources: IMD world competitiveness yearbook 2014. Retrieved from http://www.imd.org/uupload/IMD.

WebSite/wcc/WCYResults/1/scoreboard_ 2014.pdf

20
 The fact is that Thailand has put high investment on education but gained low performance

of students is shown by various data sources obviously indicating that this country was not

receiving adequate outcomes for its expenses. (Figure 3)

In terms of quantity, Thailand may not be the worst since the enrolment ratio was

successfully increased, but how to keep the survival ratio until the completion of primary education

will remain a challenging task. In addition, the improvement of the quality of primary education

and the decentralization of education administration are not of less important tasks.

Problems facing Thailand education system

According to an evaluation conducted during October 2003-March 2005 by Educational

Evaluation Bureau, Office of the Education Council, the result concerning primary education are

as follows: (Office of the Education Council: 2005)

Regarding the learners, it was found that students in the 61h year of primary education

performed rather poorly in the National Test in four major subjects, 45.26% in Thai language,

42.41 % in sciences, 41.70% in mathematics, and 41.14% in English language.

As for the learning process, there was an improvement of curriculum as each level to match

the needs of learners such as the disadvantaged, and the gifted. However, teachers had no

confidence in designing local curriculum and the curriculum was perceived as too much in content.

Concerning the teachers, it was found that a large number of teachers could not implement

the child-centered learning approach well in classroom. Some still use old style teaching and

assessment methods, and that is the emphasis of academic performance or memorization.

As for educational media and technology, especially computers, it was found that the ratio

of a computer per primary students was 90:1 while secondary level was 24:1. Especially, small

21
schools had fewer computers than bigger schools. State school had fewer computers than private

schools. Most computers were out of date and inadequate.

In terms of teachers, the report found that the Ministry of Education was short of teachers

and about 80,000 more teachers were needed for basic education.

Regarding the educational standards and quality assurance, it was found that after receiving the

external evaluation, there was no utilization of the evaluation results for the development of

schools.

These are only some findings that reflected the lowering quality of Thai education, especially

primary education. Therefore, the improvement of the quality of primary education will be the

most challenging task of all concerned in the next decade.

Measures of the Reform:

1. Reform of Curriculum

A core curriculum for basic education has been developed, aimed at preserving Thai

identity and providing international contents to enable learners to keep up with updated

information. It is flexible enough to facilitate the community to make adjustments in

response to local demands. Curricula at all levels of education is diversified and

commensurate with each level with the aim of improving the quality of each individual,

suited to his age and potential. The substance of the curricula, both academic and

professional, aims at human development with desirable balance regarding knowledge,

critical thinking, capability, virtue and social responsibility. English is chosen as one of

the core subjects from primary level in order to equip our students for the new economy.

At the secondary level, mathematics, sciences, computers, and language skills have been

given particular attention. The new curriculum will be enforced in 2002.

22
 2. Professional Development

Teachers and educational personal are the major components of educational inputs

since they play a vital role in transferring knowledge to the learners. They must keep

up with current developments and future trends since through the new learner-centered

approach, they will act as facilitators and must change their teaching habits. Therefore,

the Ministry of Education will encourage development of a system for teachers and

educational personnel so that teaching will be further enhanced and become a highly

respected profession. Teachers will have to obtain a professional license.

The Focal System: St. Louis Chachoengsao

Brief Background and History

St. Louis College is situated at 128 Supakit Rd.Muang District, Chachoengsao Province on

the east of Thailand, about 60 kilometers from Bangkok. This school belongs to the congregation

of the Brothers of St. Gabriel. It started on May 17, 1948 with the initiative of Rev.Fr.Carrie, a

parish priest of St. Paul Church. Rev.Bro.John Mary, a Spanish Brother was the first director of

the school. The name of St. Louis College is chosen to honour St.Louis Marie de Montfort, the

founder of the Congregation. The College started with 72 students, and 6 teachers on the first day,

and 106 student at the end of the academic year. At present, there are 3,548 students, from

Kindergarten to Senior High school, with 255 Thai teachers, 26 foreign teachers. The school is

composed of 107 classes from kindergarten to secondary 6. Each class has two teachers as class-

teachers who perform the guidance roles and taking care of the students apart from teaching the

specialized subjects. Each teacher has 20-25 hours teaching per week. Saturday, Sunday, and some

important religious and National Days are holidays. On last Friday of each month is teachers'

23
meeting day with the Director of the school, after which birthday celebration parties are held for

the teachers who were born on that month as a motivation and encouragement for teachers.

When the researcher first arrived at St. Louis School Chachoengsao to assume his post as

school director May 1, 2013, he had a meeting with all parents and inquired what improvements

they want him to do most. Most of them wanted him to teach the students to speak English better

they want because their children to pass and obtain good entrance examination results after

finishing M.6 and be able to enrol in better faculties such as Medicine, Engineering, and

Architecture, among many others.

During the last 15 years, the St. Louis School Chachoengsao students who finished Primary

6 and Secondary 3 would leave St. Louis School Chachoengsao for other government schools

which have lower school fees than St. Louis School Chachoengsao. Students' enrolment has

reduced in number at a rate of about 100 each year (Appendix 1). Furthermore, the FSC

examination results 2009-2011 organized by the Saint Gabriel Foundation to evaluate the standard

of students in five subjects, namely, Thai, Mathematics, Science, English and social science in

Prathom 3, Prathom 6, Mathayom 3 revealed that St. Louis School Chachoengsao students

obtained lower grades when compared with students from other schools that belong to the Saint

Gabriel Foundation (Appendix 2).

This low school performance can be made better with a focus on delivering quality overall

school performance. Quality school performance needs a holistic approach that stems from the

quality of the school leadership, the curriculum design, and the staff development program in the

school. So, the present leaders, and the school administrators of this present management team

call for better performance of the school on those above three areas. Improved efficiency is needed

24
and can be achieved through management reforms, increasing teachers' time on task, reducing

repetition in teaching, improving accountability leadership at work.

Vision and Mission of St. Louis School Chachoengsao

School Vision: St. Louis School Chachoengsao aims for the world-class education, with

transparency and good governance in administration, the personnel and students are constantly

equipped and developed; physically, emotionally, socially, morally, spiritually, rationally and

intellectually, under the climate of affectivity, respect for the community of life, creativity and

inner freedom .

School Mission:

Quest for Excellence.

1. Respect for community of life.

2. Partnership and Networking.

3. The best interests of the child.

4. Innovation and creativity.

5. Incarnational Methodology.

6. Inclusive Education.

7. Develop a deep spiritual experience and orientation in life that help students to find God's

Wisdom and to live by its demands.

Awards of the school, teachers and students:

1. The results of 0-NET (Ordinary National Education Test) are high compared with other

school in the province. (Appendix 8)

25
 2. The school received the Royal Award from the King for being the best schools in the

Eastern Region of Thailand as follows:

• Secondary level in 2011

• Primary level in 2012

• .Kindergarten level in 2008, 2013

3. In 2013, 74 teachers received various awards from the Ministry of Education and the Private

school Commission.

4. In 2013, the school received award for promoting teachers and students for daily saving.from

Savings Bank of Thailand

5. A student received the bronze medal in Taekwondo competition, and being rank No.19 of the

world in South Korea competition.

26
 [!··Saint
---·- ·--· -··-
Gabriel Fol.lndation, Thailand
~

r - ·~ · -· ·- - -
J
. ...j BSG, Foundation Academic
I Committee
I

School Board

[ - PTA r- -1- · - ___ j School Director j -Sch~l Advi~ory Board I

I Alumni ~...............J
Assistance Director

I I I I I I
Head of Head of finance Head of Head of Disciplinary Head of General Head of
Director office and Registration Academic Management Kindergarten
I I
- Policy and - Statistic - Library II Discipline Activity - Canteen - Health care
Planning - Information -Guidance - Student Welfare - Evaluation
- Research and - Purchasing - Foreign - Transportation -Child
development language - Students - Students - Health care unit
- Accounting Development
- Personnel - Evaluation Welfare Council - Water and - Curriculum and
- School Banking
- Campus -Child - Discipline - Social work electricity Instruction
- Public relation
ministry development Development - Spotts - Security Unit Development
-Human - Scouting Activity - Activities in- I - Activities in-out
Resource - Cun-iculum out of the
development campus
I campus
Development
- Quality - Community
assurance action
- Technology
development

Figure 4. Organizational Chart

27
 Administrators (gender, age, length of service, educational attainment)

The school administrators profile:

Table 3

Brief Profile of the personnel

Length of Educ. attainment

No. Position Gender Age
service
1 Sub-director* M 44 9 M.Ed.

2 Sub-director* M 40 2 M.Ed.

1 M.Ed.
3 Head of Finance and Registration F 41

9 M.Ed.
4 Head of Disciplinary M 44

5 M.Ed.
5 Head of General Management* M 55

2 M.Ed.
6 Head of Director Office* M 40

5 M.Ed.
7 Head of Kindergarten F 40
Assistance Head of Academic for 10 M.Ed.
8 F 47
Primary 1-3 '
Assistance Head of Academic for 1 M.Ed.
9 F 38
Primary 4-6
Assistance Head of Academic for 5 M.Ed.
10 F 37
Secondary 1-3
Assistance Head for Academic for 5 M.Ed.
11 F 52
Secondary 4-6
Assistance Head for General 1 M.Ed.
12 M 54
Management
Assistance Head for Finance and 1 M.Ed.
13 F 51
Registration
11 M.Ed.
14 Assistance Head for Disciplinary F 51

1 M.Ed.
15 Assistance Head for Disciplinary F 49
Note: No.1and6, 2 and 5, 3 and 8 are the same persons.
No.2 These persons are religious Brothers, they are not included in this study.

28
Initial Scanning of the Strengths, Opportunities, Aspirations, and Results/Resources of St.

Louis School Chachoengsao using the SOAR Model

The researcher with an OD Expert conducted a one day SOAR workshop with 25 co-

administrators. Using the Strengths-Opportunities-Aspirations-Results (SOAR) process and

framework, the participants worked in 7 groups, each group competed of 3-4 members. The

following is summary of the output of the workshop:

s 0
• Enough IT and media for
teaching. • Parents support.
• Good follow-up students' • Alumni support.
absence. • Good net-worki ng .
• Care and concern for students. • Schools belong to FSG
• Good education environment. Foundation.
• School support for staff • Staff development
development. continually.
- Sufficient staff.
- Administrators have good vision. • Near the center of learning .

R
• Students can enter good
faculties and famous
university.
• Teachers and students can
communicate in English.
• Increase in students
enrolments.
• Preferred school.
• Teachers research oriented.

Figure 5. The results of SOAR model

29
30
 :;'1 2 <\ "'¥ ~ • :;'1 .. • .. -" .oh <\ ~
fll'i°til SOAR lIJ'Ufll'i'!Hl'UlJflmm'Vll'ltl'ellJ !'Ht llflfll'i'Vll'll'Ulll'U'VllJ 11'1l!H'U ~H.ll'llJIIJl'HlJltl '11'1 !'U'i::~u

The participants then are asked to prioritize what is urgent for the school. They proposed the

following:

31
 ,, Q

1!l'U1~lf11S

'
i
! 32

I
I•
'
 1. Leadership skills: The skills of the leaders who are responsible in the decision making roles,

such as, the different assistant heads, the class levels and the subject heads. Many of them

are afraid to decide and to use the initiative to create or lead their subordinates to create

sometime new, and to share ideas in the meeting; create team building spirit and sharing of

responsibilities with all members.

2. Employee engagement.

The researcher conducted the studies on the above topics by distributing the questionnaire

(Appendix 2) to the leaders and the teachers to find out the leadership skills, leadership

styles and the employees engagement and below are the results of the findings. From the

findings, the researcher proposed the following research problem, research objectives,

research questions and the research hypothesis.

3. Performance effectiveness: When St. Louis School Chachoengsao members look back on

the past performance, they found that St. Louis School Chachoengsao students were

decreasing every year. The results of the academic competitions and the entrance

examinations, the qualities of academic performance are getting lower every year.

Teachers are not considered leaders in the field of academics any more in the locality.

Research Problem

Based on the presented data above, the research propose to engage in an action research

using Organization Development Interventions that would enhance the leadership skills, staff

engagement and performance effectiveness.

33
Research Questions

1. What are the current levels of leadership skills of the leadership team, staff engagement, and

performance effectiveness of the staff at St. Louis School Chachoengsao?

2. What organization development interventions (ODI) can be designed and implemented that will

enhance the leadership skills, staff engagement and performance effectiveness at St. Louis

School Chachoengsao?

3. What are the initial effects of the organization development interventions (ODI) on the levels of

leadership skills, staff engagement and performance effectiveness St. Louis School

Chachoengsao?

4. What Roadmap maybe designed to develop the school as an excellent academic institution?

Research Objectives

1. To assess the current levels of leadership skills of the leadership team, staff engagement, and

performance effectiveness of the staff at St. Louis School Chachoengsao.

2. To design organization development intervention (ODI) that will enhance the leadership skills,

staff engagement and performance effectiveness at St. Louis School Chachoengsao.

3. To implement the organization development interventions (ODI) that will enhance the

leadership skills, staff engagement and performance effectiveness at St. Louis School

Chachoengsao.

4. To evaluate the initial effects of the organization development interventions (ODI) on the levels

of leadership skills, staff engagement and performance effectiveness at St. Louis School

Chachoengsao?

34
5. To propose a Roadmap to sustain the initial positive effects of the OD Interventions and thus

further develop St. Louis School Chachoengsao as an excellent academic institution.

Research Hypothesis

Ho1: There is no significant difference between the pre-ODI and Post ODI on leadership

skills.

Hai: There is a significant difference between the pre-ODI and post ODI on leadership

skills.

Ho2: There is no significant difference between the pre-ODI and post ODI on staff

engagement.

Ha2: There is a significant difference between the pre-ODI and post ODI on staff

engagement.

Ho3: There is no significant difference between the pre-ODI and post ODI performance

effectiveness.

Ha3: There is a significant difference between the pre-ODI and post ODI on performance

effectiveness.

Scope and Limitations of the Study

Scope:

• current Thai teachers, school leaders, PTA, alumni of St. Louis School

Chachoengsao during the AY 2014-2015;

Limitations:

35
 • time is limited to six months study.

• since the researcher is also the school director, a team was appointed to assist in data

collection , to lessen research bias.

Significance of the Study

The results of the study will benefit the following:

1. Faculty and Staff: They would gain primary benefit from this study as they are

essential part of the school who contribute to the quality of school performance.

2. Students: They are the recipients of a quality school performance. If the teacher

and staff and leadership quality is good, the students will receive excellent

quality of education.

3. Leadership: School Leaders who direct the long-term strategic direction of the

school will benefit from this study because the roadmap will improve the

standard of the school performance, leading it to be the preferred school.

4. The Schools of the Foundation. The results of the study can be a template and

the case study for other member schools to use and implement for their further

improvement.

5. The researcher: As the researcher and school director, he will have the best

opportunity to contribute to the improvement of quality performance of the

school through hands-on OD Interventions. The whole process will provide

him the data and the process that will serve as his roadmap in the next years as

he serves as leader of the school community and seek its improved

performance, and at the same time improve himself continuously as an

educational leader.

t 36
f

I
 6. Contribution to research: The research is a contribution to the body of action

research using strengths-based ODI in Thailand Basic Education. This could

be a resource for school administrators and teachers who are embarking in the

fie~d of Educational Management and Leadership.

Definition of Terms:

1. The Co-administrators refers to the head departments and the assistant head

departments that are appointed by the Principal to be the board of advisor each

academic year.

2. Effective leadership is the ability of the leaders who lead the organization to meet the

satisfaction of the parents and the students.

3. Effective performance is the successful operation of the personnel that reach the

standard expected by the stakeholders.

4. The school administrators are the members of the advisor board, the level heads of

different classes, and the subject heads that are appointed by the principal each

academic year.

5. Employee engagement is the passion and the energy the employees have to give of their

best to the organization to serve the customer. It is the willingness and the ability of the

employees to give effort, talents and times to help their organization successful in

operation.

6. High Performing Organization refers to the ability of the personnel, parents, Alumni

and students in the organization that perform their function stated in the vision and

mission of the organization successfully and meet the standard expected by the

stakeholders.

37
7. Processes refer to the organization development interventions (ODI) used in the study

such as Whole - Brain Based Organization Development for Transformative Education,

Responsible Gap for Engagement and Team Building.

38
 Chapter 2

The Literature Review and Conceptual Framework

This chapter is a combination of two parts, namely: the review of related literature/studies

and a discourse on the conceptualization of the theoretical and conceptual frameworks of the

research. The composition of it is both a critical and creative process of synthesizing concepts from

various authors (sources) as applied to the specific topics related to the research problem.

Review of Literature & Related Studies

A. Change Management

Ian Palmer, et. al. (1991), mentioned that organizations change due to the competitive

economies and, firm survival depends on satisfying shareholders. Managers conduct change

in order to produce better organizational performance in the form of better results. (Ian Palmer

et al.; 1991). Another reason for change is environmental pressure such as reputation and

credibility issues and hyper competition.

For the management to cope up with all the pressures faced, the manager must have a

clear, personal understanding about the pressure on them to change their organizations and a

well-developed rationale for what they are attempting to achieve and the likely effect of their

actions.

Kirkpatrick (2001) identifies the following reasons why people react positively to

change: security, money, authority, prestige, responsibility, better working conditions, better

39
 personal contracts, and less time and effort. People resist change due to various reasons, such

as, dislike for the change, discomfort with uncertainty, perceived negative effects on interests,

attachment to established culture, lack of conviction that the change is needed, lack of clarity,

belief that the timing is wrong, excessive change, cumulative effect of other changes in one' s

life, perceived clash with ethics, reaction to the experience of previous changes, disagreement

with the way the change is being managed. (Ian Palmer, et,al., 1991).

To deal with change, the manager has to use various approaches and methods as

proposed by Kotter, J. P., (1979).

1. Education and communication

2. Participation and involvement

3. Facilitation and support

4. Negotiation and agreement

5. Manipulation and cooperation

6. Explicit and implicit coercion

(Kotter, J. P., and Schlesinger, L.A., 1979).

B. Change Management in Schools

Change management in the schools:

1. The School Leadership. Changes in the school greatly depends on the leadership, the

values the school leaders practice and the visible image of the leaders in the school.

The availability of the leader to students, parents and teachers, the support, the care and

concern for the academic improvement the school leader has for the school, how much

40
 interest he had for teaching and learning instructions, how he deals with staff and

employees, promotion of the vision and mission of the school to the public and parents.

2. The employees and staff, the teachers, employees: The academic knowledge of the

teachers on what they teach, as experts in the subjects, the dedication of teachers and

employees to the works, the participation in decision making, the regularity in staff

training, the motivation and fringe benefit programs.

C. Effective School Performance

Rutter et al. ( 1979) and Purkey and Smith (1983) agree that "effective schools" are

characterized by factors such as:

1. Curriculum-focused school leadership

2. Supportive climate within the school

3. Emphasis on curriculum and teaching

4. Clear goals and high expectations for students

5. A system for monitoring performance and achievement

6. Ongoing staff development and in-service

7. Parental involvement and support. (Rutter et al.,1979 and Purkey and Smith,1983)

Ubben and Hughes (1992) said the principal of highly affluent suburban school was

heavily influenced by community demands and expectations of high achievement. Good

instructional leaders are able to harness the interest of the community, taking advantage of its

strengths while at the same time focusing on its need.

41
 The same author added that one of the prime functions of the marketing process is to

ensure two-way communication between the school and its clients. The school must provide

information about its aims and achievements to those who have a choice of school and also to

the wider group of partners in the education process, such as industry and the local community.

One aspect of this is the collection of information concerning the way in which the external

world perceives the school and the expectations which are placed on it, this view is then

matched with what the school can offer, so that there is a coherent information on which to

base a promotion strategy (Davies & Ellison, 1997).

Hu (1996) stated that parents, when offered school options, will likely choose a school

of their preference depending on set of criteria meaningful to themselves. When the parents

contemplate school options, their criteria to select schools will be wide-ranging and

comprehensive, which may also based on the individual making the decision. Although it is

hard to conceive all applicable to each single parent, the factors considered most can be

categorized into four kinds of environments:

1. Human Environment. This criterion includes human factors associated with a school,

such as teachers (for example, teaching credentials, experience, and instructional

style), school administrators (for example, their educational philosophy, managerial

approach, and discipline policy), students (for example, their family background, racial

mix, and attitude toward school), and interactions between teachers/administrators and

parents (for example, accessibility of school staff to parents, and parental involvement

42
 in school matters). Moreover, security and discipline are also covered by this category

(Hu, 1996).

2. Physical Environment. Hu (1996) explains that this standard contains factors related

to physical features of a school, such as the distance of the school from home, the

location, and the general school facility (e.g., classrooms, gymnasium, and laboratory)

and equipments (e.g., computers, and laboratory equipment).

3. Academic Environment. Hu (1996) explains that this element consists of matters

directly linked to a school's standard and quality of education, such as the content of

curriculum, pedagogical style, and extracurricular programs. Moreover, admission

standards test scores, and graduation rate are included in this consideration.

4. Atmospheric Environment. Hu (1996) explains that this component covers matters

which are abstract by nature, such as the reputational, institutional identity, and the

overall learning environment.

Competency

Lee & Beard (1994) stated that competency refers to a person's ability or capacity

to undertake a particular task. Competency refers to the capacity of personal to fulfil certain

skill-based job requirement. One of the competency approaches is that it focuses on what

a person can do rather than on what he or she knows. Furthermore, Wentz (2001) defined

that competencies are descriptions of the essential skills, knowledge, and attitudes required

for effective performance in a work situation.

A teaching skill or competency is the capacity to mobilize a variety of cognitive

resources to deal with a specific type of teaching situation. Rather than relating to the

teaching of particulars content or type of knowledge, teaching competencies and skills

43
integrate and articulate cognitive resources that are relevant to a given situation. Teaching

competency referred to the perceived ability of faculty in performing the mission in

teaching, knowledge transfer, production of teaching documents, usage of language, usage

of media, and teaching innovations (Bills, 2005).

Wentz (2001) states that the most teacher competencies are lists of teacher abilities

which revolve around the planning, implementation, and evaluation of student learning

situations. Those competencies are based on knowledge of student development, learning

capabilities, cultural, economic, and personality factors. Teacher competencies can be

implemented through whole group instruction, small group instruction, one on one

teaching, team teaching, and other group configurations.

Good leadership is critical school success which comes from aiming high with clear

vision and communication that good leadership brings (Scottish Executive,

St. Andrew House, Edinburgh, 2006).

Excellent schools focus these questions on learning. Learning is at the heart of an excellent

school. The following 6 questions are indicators in how good is our school?

1. What outcomes have we achieved?

2. How well do we meet the needs of our school community?

3. How good is the education we provide?

4. How good is our management?

5. How good is our leadership?

6. What is our capacity for improvement?

(Comhairle Nan Eilean Siar, Department of Education, August 2008.)

44
 David Miller Sadker (2011) gave few factors what makes a school effective:

1. Sl!ong leadership.

2. A clear school mission.

3. A safe and orderly climate.

4. Monitoring student progress.

5. High expectations.

D. School Leadership

The researcher, from the past many years experiences perceived that effective leaders

plan and schedule activities in way that will make better use of people, resources, information,

and equipment for the improvement of the school in an efficient result, that is cost saving and

at the same time, the objectives and goals of the school are realized.

Gary Yukl (2013) mentioned that the selection of appropriate criteria to measure

leadership effectiveness depends on the objectives and values of the person making the

evaluation, and people have different values. Gary Yukl (2013) proposed that, it is usually

best to include a variety of criteria in research on leadership effectiveness and to examine the

impact on the leader on each criteria over an extended period of time.

Traditionally schools employ the top-down system of management style, where the

director/the principal of the school is the highest and most effective person. A principal has

to utilize a democratic decision-making process, and move away from the autocratic to more

democratic style of leadership (Leithwood, 1992). Katz (1995) suggested that effective

administration depends on three basic personal skills, namely, technical skill, that is the

45
knowledge about and proficiency in a specific type of work or activity,. human skill which is

knowledge about and ability to work with people. It helps a leader to work effectively with

subordinates, peers, and superiors to accomplish the organization's goals and conceptual

skills are the ability to work with ideas and concepts. Bass & Riggio (2006) mentioned that in

most situations, transactional leadership can be very effective because the contingent reward

behaviour provide a solid foundation for effective leadership.

The researcher presents three theories in this study; namely: Path-Goal Leadership

theory, Transformational and Transactional Leadership Theory, Authentic Leadership

Theory.

The first theory is the Path-Goal theory introduced in the works of Evans (1970); House

(1971), and House and Mitchell (1974). The Path-goal theory is about how leaders motivate

subordinates to accomplish designated goals.

According to House and Mitchell (1974), leadership generates motivation when it

increases the number and kinds of payoffs that subordinates receiver from their work

Leadership also motivates when it makes the path to the goal clear and easy to travel through

coaching and direction, moving obstacles and roadblocks to attaining the goal, and making

the working itself more personally satisfying as seen in (Figure 6).

46
 Obstacle(s)

Goal (s)
Subordinates
Productivity
Path-Goal Leadership
• Defines goals
• Clarifies path
• Removes obstacles
• Provides support

Figure 6. The Basic Idea Behind Path-Goal Theory

Source: House and Mitchell (1974), Path-goal theory of leadership. Journal of

Contemporary Business, 3, 81-97.

Peter G. Northhouse (2010) concluded that the path-goal theory is designed to explain

how leaders can help subordinates along the path of their goals by selecting specific behaviors

that are best suited to subordinates' needs and to the situation in which the subordinates are

working.

Figure 7 shows the different components of path-goal theory, including leader

behaviors, subordinate characteristics, task characteristics, and motivation. House & Mitchell

(1974), pointed that although many different leadership behaviors could have been selected to

be a part of path-goal theory, this approach has so far examined directive, supportive,

participative, and achievement-oriented leadership behaviors. This directive leadership

characterizes a leader who gives subordinates instructions about their task, including what is

expected of them, how it is to be done, and the time line for when it sh6uld be completed. A

47
 1

directive leader sets clear standards of performance and makes the rules and regulations clear

to subordinates.

Leader Behaviours
Directive
Supportive
Participative
Achievement oriented

Subordinate Characteristics

Task Characteristics

Goal(s)
Subordinates
(Productivity)

Figure 7. Major Components of Path-Goal Theory

Source: House and Mitchell (1974), Path-goal theory of leadership. Journal of

Contemporary Business, 3, 81-97.

Supportive leadership consists of being friendly and approachable as a leader and

includes attending to the well-being and human needs of subordinates. The leaders go out of

their way to make work pleasant for subordinates, and treat subordinates as equals and give

them respect for their status (Peter G. Northhouse, 2010).

The participative leadership consists of inviting subordinates to share in the decision

making. The leaders consult with subordinates, obtain their ideas and opinions, and integrate

their suggestions into the decisions about how the group or organization will proceed.

48
 The achievement-oriented leadership challenges the subordinates to perform work at

the highest level possible. This leader seeks continuous improvement for subordinates and a

high standard of excellence. They show a high degree of confidence that subordinates are

capable of establishing and accomplishing challenging goals.

Patil-Goa/ Theory: How It Works 1-----

1
LEADER GROUP TASK
BEHAVIOR MEMBERS CHARACTERISTICS

DIRECTIVE Dogmatic Ambiguous

Provides guidance and Authoritarian Unclear rules
psychologlcal st1ucture
Complex
'
SUPPORTIVE Unsatisfied Repetitive
t
Provides nurtu1ance Need affiliation Unchallenging
Need human touch Mundane & mechanical 1

PARTICIPATIVE Autonomous Ambiguous

Provides involvement Need for control Unclear
Need for clarity Unstructured

ACHIEVEMENT ORIENTED High expectations Ambiguous

Provides challenges Need to excel Challenging
Complex

Figure 8. Path-Goal Theory: How It works

Figure 8 shows how leadership behaviors are related to subordinate and task

characteristics in path-goal theory.

The directive style of leadership is best in situations in which the subordinates are

dogmatic and authoritarian, the task demands are ambiguous, the rules and regulations are

unclear, and the task is complex (House & Mitchell, 1974, p.90).

49
 The supportive style of leadership is best in repetitive and unchanging task. The

supporting style provides what is missing by nurturing subordinates. The leaders offer a sense

of human touch.

The participative style of leadership is best when a task is ambiguous, the leaders help

the subordinates learn what leads to what, it is used when the subordinate characteristics

responds favorably to being involved in decision making, need for control and for clarity;

when the task characteristics were unclear and unstructured.

The achievement oriented style of leadership is best used when the subordinates are

required to perform ambiguous tasks with high expectations and high standards for the

subordinates. The leaders of this style raise subordinates' confidence that they have the ability

to reach their goals. It is used when the task is complex and challenging.

The subordinate characteristics determine how a leader's behaviour is interpreted by

subordinates in a given work context. Task characteristics include the design of the

subordinates' task, the formal authority system of the organization, and the primary work

group of subordinates. In some situations, the task characteristics may call for leadership

involvement and support to maintain subordinates ' motivation, and making the rules and work

requirements clear or to assist in building cohesiveness and role responsibilities. An effective

leader has to attend to the needs of subordinates. The leader should help subordinates to define

their goals and the paths they want to take in reaching those goals. When obstacles arise, the

leader needs to help subordinates confront them, it may mean removing the obstacle. The

leader's job is to help subordinates to reach their goals by directing, guiding and coaching

them along the way (Peter G. Northhouse, 2010).

50
 The second theory is the transformational leadership. This theory is one of the current

and most popular approaches to leadership. Bass and Riggio (2006) suggested that its

popularity might be due to its emphasis on intrinsic motivation and follower development.

This type of leadership is concerned with emotions, values, ethics, standards, and long-term

goals. It includes assessing followers' motives, satisfying their needs, and treating them as full

human beings. It involves an exceptional form of influence that moves followers to

accomplish more than what is usually expected of them. This type of leadership was first

coined by Downton (1973).

Transformational leadership is concerned with improving the performance of followers

and developing followers to their fullest potential (Avolio, 1990; Bass & Avolio, 1990a).

People who exhibit transformational leadership often have a strong set of internal values and

ideas, and they are effective at motivating fo llowers to act in ways that support the greater

good rather than their own self-interests (Kuhnert, 1994).

B. M. Bass and B. J. Avolio, (1990a) showed the implications of transformational

leadership (Figure 8). Nemanich and Keller (2007) also found that transformational leadership

behaviour such as idealized influence, inspirational motivation, individualized consideration

and intellectual stimulation were positively related to acquisition acceptance, job satisfaction,

and performance. On the other hand, Kuhnert (1994) pointed out that transactional leaders

exchange thing of value with subordinates to advance their own and their subordinates'

agendas. The leaders use the contingent reward in exchange with subordinates for specified

rewards. The leaders tries to obtain agreement from followers on what must be done and what

the payoffs will be for the people doing it. In this leadership style also, the leaders use the

management-by-exception to achieve the goals whether the active or passive forms. The

51
leader using the active form by watching the followers closely for mistakes or rule violations

and then takes corrective action. The leaders use passive form and intervenes only after

standards have not been met or problems have arisen. This style of leadership is more of

negative reinforcement pattern than the positive reinforcement pattern.

TRANSFORMATIONAL LEADERSHIP

I I
Idealized Inspirational Intellectual Individualized
+ + +
Influence Motivation Stimulation Consideration
I I

TRANSACTIONAL
LEADERSHIP

Contingent
Reward Performance
Expected
+ '' ~ Beyond
Outcome ~

Management- Expectations
By-Exception

Figure 9. The Additive Effect of Transformational Leadership

Source: Adapted from "The Implications of Transactional and Transformational leadership

for Individual, Team, and Organizational Development, "by B. M. Bass and B. J. Avolio,

1990a, Research in Organizational Change and Development, 4, 231-272.

According to Bass (1990) transformational leadership occurs when leaders broaden and

elevate the interest of their employees, when they generate awareness and acceptance of the

purposes and mission of the group, and when they stir employees to look beyond their own

self-interest for the good of the group. Together, heightened capacity and commitment lead to

additional effort and greater productivity (Barbuto, 2005; Leithwood & Jantzi, 2000).

52
 Transformational leadership is also based on self-reflective changing of values and

beliefs by the leader and their followers. From this emerges a key characteristic of

transformational leadership, it is said to involve leaders and followers raising one another's

achievements, morality and motivations to levels that might otherwise have been impossible.

(Barnett, 2003; Chekwa, 2001; Crawford, Gould & Scott, 2003; Southwest Educational

Development Laboratory, 2004).

Bass and others pointed out that regardless of the existing management style exercised

by the principals, the transformational or facilitative leader has become the most effective

leadership style in the current public education system. Many researchers had also proposed

that moving toward transformational leadership was the only viable way for school

restructuring and school reform (Bass & Avolio, 1994; Cheng 1996).

Kuhnert and Lewis, (1987) stated that transactional leadership differs from

transformational leadership in that transactional leader does not individualize the needs of

subordinates or focus on their personal development. Transactional leaders exchange things of

value with subordinates to advance their own and their subordinates' agendas (Kuhnert, 1994).

Transactional leaders are influential because it is the best interest of subordinates for them to

do what the leaders want.

Transactional leadership has two key factors:

1. Contingent Reward - it is an exchange process between leaders and followers where

the effort of the followers is exchanged for specified rewards. The leader tries to obtain

agreement from followers on what needs to be done and the playoffs for the people

doing it.

53
 2. Management-by-Exception - Leadership involves corrective criticism, negative

feedback, and negative reinforcement. A leader using the active form of management-by-

exception watches followers closely for mistakes or rule violations and then takes corrective

action, and using the passive form intervenes only after standards have not been met or

problem have risen. However, both the active and passive management types use more

negative reinforcement patterns than the positive reinforcement pattern. Transformational

leadership produces greater effects than transactional leadership. Whereas transactional

leadership result in expected outcome, transformational leadership results in performance that

goes well beyond what is expected. Lowe, Kroeck, and Sivasubramaniam (1996) found that

people who exhibited transformational leadership were perceived to be more effective leaders

with better work outcome than those who exhibited only transactional leadership.

A transactional leader is:

1. Negatively affected when the emotional level is high.

2. Positively affected when emotional level is low.

A transformational leader is not limited by his or her followers' perception. The main

objective is to work to change or transform his or her followers ' needs and redirect their

thinking. Leaders that follow the transformation style of leading, challenge and inspire their

followers with a sense of purpose and excitement (Schultz & Shlotz, 2009). They also create

a vision of what they aspire to be, and communicate this idea their followers. According to

Schultz and Schultz, there are three identified characteristics of a transformational leader:

54
 • Charismatic leadership has a broad knowledge of field, has a self-promoting

personality, high/great energy level, and willing to take risks and use irregular

strategies in order to stimulate their followers to think independently.

• Individualized consideration.

• Intellectual stimulation.

Martindale, N. (2011) in his article, "Leadership Styles" mentioned about the research

on democratic leadership style which is one of the most effective and creates higher

productivity, better contributions from group members and increased group morale.

Democratic leadership can lead to better ideas and more creative solutions to problems

because group members are encouraged to share their thoughts and ideas. While democratic

leadership is one of the most effective leadership styles, it does have some potential

downsides. In situations where roles are unclear or time is of the essence, democratic

leadership can lead to communication failures and uncompleted projects. Democratic

leadership works best in situations where group members are skilled and eager to share their

knowledge. It is also important to have plenty of time to allow people to contribute, develop

a plan and then vote on the best course of action.

The third leadership theory is the authentic leadership theory:

Authentic leadership, an intrapersonal perspective, focuses on the leader and what goes

on within the leader. It incorporates the leader's self-knowledge, self-regulation, and self-

concept (Peter G. Northhouse, 2010). Shamir and Eilam suggested that the authentic leaders

exhibit genuine leadership, lead from conviction, and are originals, not copies (Figure 9).

55
 Table 4

Intrapersonal Perspective

Intrapersonal Perspective

• Authentic leaders exhibit genuine leadership.

• Authentic leaders lead from conviction.

• Authentic leaders are original, not copies.

• Authentic leaders base their actions on their value.

Source: Adapted from "What's your story?" A life-stories approach to authentic leadership

development," by B. Shamir and G. Eilam, 2005, Leadership Quarterly,16,395-417.

Eagly (2005) defined authentic leadership as an interpersonal process. It is relational,

created by leaders and followers together. It does not result from the leader's efforts alone but

also from the response of followers. It emerges from the interactions between leaders and

followers. It is a reciprocals process because leaders affect followers and followers affect

teachers.

Figure l 0 illustrates the five dimensions of authentic leadership characteristics that

individuals need to develop to become authentic leaders , namely: purpose, values,

relationships, self-discipline, and heart. (George, 2003) . It also illustrates each of the related

characteristics, namely, passion, behavior, connectedness, consistency, and compassion-that

individuals need to develop to become authentic leaders.

56
Figure 10. Authentic Leadership Characteristics

Source: Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value by Bill

George, copyright© 2003.

Authentic leaders have a real sense of purpose. They know what they are about and

where they are going. They are inspired and intrinsically motivated about their goals. They

are passionate individuals who have a deep-seated interest in what they are doing and truly

care about their work. Authentic leaders understand their own values and behaves toward

others based on these values. They have the clear idea of who they are, where they are going,

and the right things to do. When tested in difficult situations, they do not compromise their

values, but rather use these situations to strengthen their values.

57
 Authentic leader have strong relationships. They have capacity to open themselves up

and establish connections with others. They are willing to share their own story with others

and listen to others' stories, so by this a sense of trust and closeness are developed and people

are willing to give leaders greater loyalty and commitment.

Self-discipline for the authentic leader helps them reach their goals. It helps the leaders

the energy to carry out their work in accordance with their values. Leaders are able to listen

to their inner compass and can discipline themselves to move forward, even in the challenging

circumstances. In stressful times, the leaders can remain cool, calm, and consistent.

Compassion and heart are the important aspects of the authentic leaders. Compassion

refers to being sensitive to the plight of others, opening one's self to others, and being willing

to help them. They can be developed by getting to know others' life stories, doing community

service projects, being involved with other racial or ethnic groups. These activities increase

the leader's sensitivity to other cultures, backgrounds, and living situations.

Luthans, F., & Avolio, B. J. (2003) proposed four factors that influence authentic

leadership, namely: confidence, hope, optimism and resilience. Confidence refers to having

self-efficacy-the belief that one has the ability to successfully accomplish a specified task.

Bandura, (1997) mentioned that leaders who have confidence are more likely to be motivated

to succeed, to be persistent when obstacles arise, and to welcome a challenge. Hope is a

positive motivational state based on will power and goals they know can be accomplished,

their hope inspired followers to trust them and believe in their goals (Luthans & Avolio, 2003).

Optimism refers to the cognitive process of viewing situations from a positive light and having

favourable expectations. Leaders with optimism are positive about their capabilities and the

58
outcomes they can achieve. They approach life with a sense of abundance rather than scarcity

(Covey, 1990). Resilience is the capacity to recover from and adjust to advance situations. It

includes the ability to positively adapt to hardship and suffering. During difficult times,

resilient people are able to bounce back from challenging situations and feel strengthened and

more resourceful as a result of them (Sutcliffe & Nognes, 2003).

Luthans, F. & Avolio. B. J. (2003) added that moral reasoning is another factor that can

influence authentic leadership. It is the capacity to make ethical decisions about issues of right

or wrong and good or bad. It enables leaders to be selfless and make judgments that serve the

greater good of the group, organization, or community. It also enables authentic leaders to

use this ability to promote justice and achieve what is right for a community.

The researcher also presents the qualities, capabilities and traits of the leader, because

successful leadership depends on how the leader uses the gifts, abilities, and skills to motivate

followers to perform the mission of the organization. Many authors propose many traits and

characteristics of leaders, such as:

Ralph Stogdill (1974) mentioned factors crucial to leadership: dependability,

cooperativeness, assertiveness, dominance, high energy, self-confidence, stress tolerance,

responsibility, achievement orientation, adaptability, cleverness, persuasiveness,

organizational, speaking abilities and social skills.

Timothy Judges , et. al. (2004) in their meta-analysis of studies of intelligence and

leadership, found that intelligence and leadership were significantly associated . In another

study, Timothy Judge (2002) also found a significant relationship between several personality

traits and leadership that were even higher than those for intelligence and leadership, namely,

59
extraversion, agreeableness and conscientiousness in addition to openness to experience

(intelligence).

Based on their research on the Model of Breakout Strategy, Sydney Finkelstein, et.al.

(2007) proposed five key leadership capabilities:

Positive Capabilities - the ability to enable transformation: visioning, articulating,

inspiring, persuading, deciding, resolving, and selling.

Negative Capabilities - the ability to deal with negative situations, people and

contexts: waiting, listening, thinking, testing, feeling, absorbing, debating.

Conceptual Capabilities - the ability to master systems, processes and procedures and

take calculated risks: analysing, auditing, appraising, planning, researching, and theorizing.

Creative Capabilities - the abilities to think outside the box: experimenting,

interacting, harmonizing, patterning, imagining, questioning.

Relational Capabilities - the ability to relate to people and build trust and confidence:

communicating, empathizing, building solidarity, reaching out, giving, demonstrating

competence (Sydney Finkelstein, et al., 2007).

The researcher conducted a survey among the co-administrators and they enumerated

10 qualities- that were the most desired leadership qualities for the leaders of ST. LOUIS

SCHOOL CHACHOENGSAO:

1. A visionary leader. Great leaders have vision. They can see into the future. They have

a clear, exciting ideas of where they are going and they are trying to accomplish. This

visionary quality changes the leader from a manager from transactional manager to

60
 transformational leader. Vision becomes a source of energy and excitement that give

meaning to the work the people are doing.

2. Inspire the people around by providing meaning and challenging the follower's

work. The effective leader inspires the followers to journey to the goals, vision and

strategy.

3. Honour the teachers, staff, parents and students. Effective school leaders never

criticize other people in public, never punish, scold, or humiliate students in public. But

praise and honour them in public instead. This action produces better results in many

areas, such as, increase students and teacher's achievement, better team work, teachers

and employees have high morale, lower turnover, fewer absences, and arrive early to

the school, work harder and longer, make sacrifices as needed, treat others as partners.

If teachers feel included and respected, they will give theirlOO percent cooperation to

the school.

4. Morale courage. The effective leader accepts the mistakes one committed and shows

the trust and humility of the leader. Effective leaders never makes excuses, they take the

blame when things go wrong and direct the praises to the group.

5. Honesty. It give the leaders credibility, resulting in trust and confidence from the

teachers and employees. The honest leader fosters greater pride in the organization, a

stronger spirit of cooperation and team work, and deeper feelings of ownership and
-
personal responsibility. The effective leader's works and deeds always convey sincerity.

6. Ability to delegate. The best example of delegation process in the Bible, Exodus 18,

when Moses was too exhausted in dealing with the Egyptians, and Jethro, his father-in-

law suggested him to have someone who could help him, so, he delegated the teams and

61
 team leaders, The result is, his stress level decreased significantly (Lorin Woolfe, 2002).

To be able to delegated, one must have the trust of the team members. One does not

only delegate, but also gives the tools and authority for them to accomplish the task.

7. Communication skills. The effective leader should be able to communicate with his

teachers, and staff clearly, briefly, and concisely. A good communication should not

only speak clearly and with confidence, but must also be a good listener. The good leader

should prepare what to talk, practice in front of friend first, know the audience, make

eyes contact with the audience, and visualize the success. When the vision is well

communicated, the teachers are able to align their goals.

8. Commitment to the job. The effective leader needs to lead by example and be a role

model. By proving his commitment, the subordinates will respect the leader and they

will be willing to work along with the subordinate, teachers, staff, and employees. The

effective leader must invest 100 per cent of his efforts to what has to be done, not

because he has to do it, but because one loves what he does.

9. Creativity. The effective leader learns to think outside of the box and is quick in

decision making in critical situations.

10. Make others feel important and being positive. All of us experience that the deepest

urge in the human beings is the desire to be accepted, be important, and be appreciated.

The effective leader must know how to accept feedback from the staff, teachers, and

parents. Feedback results in deeper relationships, better performance, and an abundance

of positive energy (Shalom Saada Saar, 2013).

62
 Thus, the qualities of leaders in any organization, whether educational, finance or

production should include the following:

1. Being a role model or a good example for the followers in words and deeds. Lead by

example, according to an old saying, actions speak louder than words. One way a

leader can influence subordinates' commitment is by setting an example of exemplary

behavior in day-to-day interactions, and it must be done consistently, not just when

convenient. Top level leaders are always in the spotlight, and their actions are carefully

examined by followers.

2. Good governance. The characteristics of good governance are participation, rule of

law, transparency, responsiveness, consensus oriented, equity and inclusiveness,

effectiveness and efficiency and accountability.

3. Trust. Trust is reflected in one's confidence that others can be counted on to behave in

a way that is honest. The leaders will do what they say they will do. There is also an

element of believing others will not let you down.

4. Effectively communicate the vision through continuous interaction with all members

and the stakeholders through activities organized by the institutions or organizations.

This includes the visible presence, especially for the school leaders and instructional

leaders by dropping into the classrooms informally or to be out and about during school

hours.

5. Possess the following skills. Technical skills - it is the knowledge of and proficiency

in- activities involving methods, processes, and procedures. Human skills - it is the

ability to work with people, it is team-work. Conceptual skills - it is the ability to see

and recognize the significant elements in a situation, and to understand the relationship

63
 among the elements. Design skills - it is the ability to solve problems in ways that will

benefit the organization.

Though there are many styles of leadership, whether transformational, participative,

supportive, autocratic, free-rein, bureaucratic or diplomatic, the researcher has the opinions

that the leader should combine all those leadership styles and act with balance according to

the situations, types of followers, the kind of work, and the circumstances on any given day

or hour because one style of leaderships may be good for one situation or a person but it may

not be good and effective in another situation or another person. The style that the leaders are

executing should go in line with the qualities that mention before for successful business

operation in dealing with followers.

Richard D. Soreson (2011) pointed out that the school performance to be effective,

principal must consider how the school's organization influences curriculum leadership.

Curriculum leaders must take into consideration systems thinking and the forces beyond the

classroom and campus because they impact curriculum leadership, (Richard D. Sorenson,

2011). Peter Senge et al., (2000), perceived the school as a social system functioning at the

classroom, school, and the community level. What happens in the classroom almost always

occurs without direct supervision, but it does not happen in isolation from organizational

systems.

E. Staff Development for Performance Effectiveness

This section presents the literature review on teacher development. Early and Bubb

(2004) mentioned that continuing professional development is the means by which members

maintain; improve their knowledge and skills and develop the personal qualities required in

their professional lives. This development includes all formal and informal learning that

64
enables individuals to improve their own practice. Teacher development is very important for

the school because in the views of the researcher even how good and best we recruit and select

the highly qualified teachers, we still need to facilitate their professional development. Even

good teachers need to continue to grow. This can be done by informal observation. Informal

observation and brief "drop-in" visits by peers, administrators and supervisors. This informal

observations serve as a timely praise to teachers by the school administrators or a distant early

warning system. They increase the visibility of the principal, and they provide the means for

monitoring the curriculum. (Glatthorn A Allan, 2006). On the part of teachers, they serve to

reduce the sense of isolation. The data from the informal observation should not be used in

evaluating teachers since the visits are brief and unsystematic ( Glatthorn A Allan ,2006).

Teacher development includes organized training programs provided for groups of

faculty and offered by the school system or the school, teacher development at the school level

can be in the form of study groups, action research, peer coaching, and collegial study. When

teachers become part of school-based staff-development, they are found to be more likely to

change their teaching practice.

Lee & Beard (1994) stated that competency refers to a person's ability or capacity to

undertake a particular task. Competency refers to the capacity of the personnel to fulfil certain

skill-based job requirement. One of the competency approaches it focuses on is what a person

can do rather than on what he or she knows. Furthermore, Wentz (2001) defined that

competencies are descriptions of the essential skills, knowledge, and attitudes required for

effective performance in a work situation. (Lee & Beard, 1994)

65
 Teaching skill or competency is the capacity to mobilize a variety of cognitive

resources to deal with a specific type of teaching situation. Rather than relating to the teaching

of particular content or type of knowledge, teaching competencies and skills integrate and

articulate cognitive resources that are relevant to a given situation. Teaching competency

refers to the perceived ability of faculty in performing the mission in teaching, knowledge

transfer, production of teaching documents, usage of language, usage of media, and teaching

innovations, (Eills, 2005).

Wentz (2001) stated that most teacher competencies are a list of teacher abilities which

revolve around the planning, implementation, and evaluation of student learning situations.

Those competencies are based on the knowledge of student development, learning

capabilities, cultural, economic, and personality factors. Teacher competencies can be

implemented through whole group instruction, small group instruction, one on one teaching,

team teaching, and other group configurations.

Bolan (1993) defined that continuing professional development activities engaged in

by teacher which will enhance their knowledge and skills and enable them to consider their

attitudes and approaches to the education of children, with a view to improve the quality of

the teaching and learning process. Thus, continuing professional development includes

education, training and support activities engaged in by teachers aimed at adding to their

professional knowledge, improve their professional skills, help clarify their professional

values, and enable students to educate more effectively.

66
 The author proposed four questions to ask before introducing the staff development

plan: For whom it is intended? How are needs determined? How are programs designed and

implemented? And how are results measured? (Bolan, 1993)

Jon Wiles ~2009) cited that the main reasons why teachers have a low opinion of the

in-service training they receive, is frequently due to the irrelevance of the experience. For

many teachers, there is little or no connection between the schedule staff development

experiences and what they do in the classroom each day. While Wiles and Bondi, (2004), said

teachers attend development experiences without an explanation of why, are often perceived

to be negative: 1) The trainer is an outsider with no knowledge of local classroom conditions;

2) The teachers have had the same training previously; 3) The timing of the training interferes

with more pressing classroom events; 4) The trainer appears disorganized or unknowledgeable

about the subject; 5) The environment or timing of the training is unsatisfactory ; and 6) The

experience does not respect the teachers' personal time (Jon Wiles, 2009).

The development of highly qualified teachers especially for the core academic subjects,

mathematics, science, social science, Thai and English, for the researcher is very important

for all schools. As cited by NCLB act of 2001 "No Child Left Behind" stated that having

highly qualified teachers is a keystone element. (Allan A. Glatthorn et al, 2006).

Allan A. Glatthorn et al. (2006) viewed teaching as a job, doing the minimal

responsibilities in a perfunctory manner and concerned primarily with working hours, salaries,

and benefit. Some teachers see teaching as a vocation, a calling to serve in the classroom. The

professional sees teaching as neither a job nor a vocation. Instead, the professional knows that

the impact of effective teaching goes beyond the classroom, affecting the families and the

community.

67
 Modern and Mitchell (1993) stated that continuing professional development can fulfil

three functions.

Upda!ing and extending the professional's knowledge and skills on new

developments and new areas of practices are to be ensuring continuing competence

in the current job;

Training for new responsibilities and for a changing role such as management,

budgeting, teaching and so on-developing new area of competence in preparation

for a more senior post;

Developing personal and professional effectiveness and increasing job satisfaction-

increasing competence in a wide context with benefits to both professional and

personal roles.

The researcher introduces the model of professional development. (Figure 11: The

RPTIM Model of Professional Development by Wood, Thompson, and Russell (1981) with

its five stages, visionary, Readiness, Planning, Training, Implementation, and maintenance.

68
 Phase 1
Readiness

Phase 5
Maintenance Phase 2
Planning

Implementation Phase 3
Training

Figure 11. The RPTIM Model of Professional Development

In Figure 12, Peter Bramley (1991) proposed the model of training as practiced in the

past. So, he proposed another model as shown in Figure 13, a systematic training cycle model.

Individual wants to improve Learning I training

Change in concepts, skills and attitudes

Changes in work performance

Changes in Organizational effectiveness

Figure 12. Model of training: Individual training Model, the past practice

Source: Peter Bramley, 1991, Evaluating Training Effectiveness, page 3.

69
 The focus of this model is on individuals and the process is one of encouraging the

individual to learn something to be useful and expect him/her to change voluntarily and not

occurring by force.

------- --- - ------ :--:-- - ---~ --- --- --- - iM

_ --- -- --- - ------------
1. Ident1f1catlon of , 2. Training objective
training need ,
l - -- . -------- ---------- - - -- - --j - - - - -- --- -

'
I
I
I
I
I
I
I
I
I
I
I
I
I

,__ _
I
I
5 Evaluation on I

~ -I 3. Selection and design

feedback
~
i L of programmes
'
4. Carry out training

Figure 13. Peter Bramley (1991) proposed the following model for a systematic training cycle

Source: Peter Bramley, 1991, Evaluating Training Effectiveness, page 6.

Employee Engagement in Schools and Performance Effectiveness

Sarah Cook (2012) defined employee engagement as the passion and energy of the

employees to give of their best efforts, talents, abilities to the organization they serve the

customers, co-employees and others. It is the willingness and the ability of employees to give

effort to help their organization succeed. Sarah Cook added that employee engagement is more

a psychological contract than a physical one. It is something the employee has to offer, on the

contrary, the disengagement of employees can be spotted by high staff turnover, high

absenteeism, high stress levels, the difficult they have reaching decisions, lack of effective

70
 communication, political in-fighting and badly communicated company values, the benefits of

engagement in employees are:

1. Greater productivity.

2. Increased passion for and commitment to the organization's vision, strategy and

goals.

3. Greater alignment with the organization's values.

4. A high- energy working environment.

5. A greater sense of team.

6. Higher levels of creativity and innovation.

7. A greater sense of loyalty to the organization.

8. Higher staff retention, lowered attrition rate.

9. Better recruitment and selection.

10. Higher talent retention.

11. Employees being better brand ambassadors.

12. Attractive reputation.

13. Improved customer experience and customer loyalty.

14. Boosted business growth.

15. Greater value creation and 16 Sustained, long-term success.

Sarah Cook (2012) also proposed the following steps for managers to take in order to increase

engagement:

1. Be clear about what is expected of each person in the role.

2. Value individual contributions.

3. Care for the individual as person.

71
 4. Trust the individual.

5. Involve individual in decision making.

6. Encourage the expression of opinions, listen and act on these.

7. Provide regular motivational and developmental feedback.

8. Recognize a job well done.

9. Review individual performance on a one-to-one basic at least once every six

months. (Sarah Cook, 2012)

Edward and Mannel London (2012) defined an engaged employee as someone who feels

involved, committed, passionate, and empowered and demonstrated those feelings in work

behavior. Gibbons (2006) mentioned that engagement is strongly correlated to a number of

individual, group and corporate performance outcomes including recruiting, retention,

turnover, individual productivity, customer service, customer loyalty, growth in operating

margins, increased profit margins, and even revenue growth rates. (Edward and Manuel

London, 2012)

Gibbons (2006) and Macey & Schneider (2008) proposed the following 11 actions to build

an organization of engaged employees:

1. Establish a foundation of trust and empowerment with your employees.

2. Ensure your employees have challenging and meaningful work and that you clarify

its importance to your organization.

3. Establish clear performance goals for your employees that are challenging and

aligned with overall workgroup and organization goals.

4. Establish clear development goals for your employees and help them to understand

the career growth opportunities available to them.

72
 5. Regularly communicate with your employees about their goals and the

organization's goals to help ensure their work is aligned with corporate objectives

and to help them recognize that their efforts are meaningful and valuable.

6. Provide ongoing coaching and feedback to your employees to ensure performance

and development are on track.

7. Recognize and reward your employees for their achievements and successes.

8. Encourage your employees to be innovative and creative.

9. Conduct fair and effective performance appraisal discussions, and write effective

appraisals.

10. Foster team-level learning and development in support of group-level engagement

and performance.

11. Monitor the overall climate and efforts of your employees and teams, ensuring that

organization demands to not lead to burnout. (Gibbons, 2006 and Macey &

Schneider, 2008)

Edward M. Mone and Manuel London (2012) proposed a model of engagement that has

the following six facets presented with the associated behaviors and attitudes:

1. Involvement (feeling engaged, challenged by the work, energized to perform at

your best, and feeling good about the future)

2. Commitment (to a long-term career at the company, to the company's success, and

to consistently working with a high level of focus and energy)

3. Meaningfulness (by finding one's work as meaningful and understanding how you

contribute to the success of your company)

73
 4. Empowerment (by feeling empowered to do your job, having the necessary

resources to do your job effectively, and holding a well-structured job)

5. Manager Support (for your career development efforts, for job-related training and

recognition for a good job, and for feeling valued for your contributions)

6. Loyalty (by intending to remain with your company, being proud to work for your

company, and recommending your company as a place to work). (Edward M. Mone

and Manuel London, 2012)

Performance effectiveness.

Effective performance management system starts with and through goal setting process,

followed by regular feedback and review/appraisals. It also identifies the employee's

developmental needs and includes robust reward and recognition. The system also should

encourage collaboration, teamwork and communication.

Ed Lawler et. at. (2014), mentioned how performance effectiveness appraisals can be more

effective from their research that: Organizations should train both those who do appraisals, as

well as those who are appraised, in the absence of training, they lack an understanding of what

is supposed and how the overall system works. They added that, audits should be done of how

well the appraisal activities are carried out, so that their effectiveness can be determined. Do

they cover the right materials? Are you produced in a timely manners?

Donald R. Brown (2011) mentioned that managerial effectiveness refers to the

accomplishment of specific organizational goals and objectives. If the organizations are using

their resources to attain long-term goals, the managers are being effective. The closer

an organization comes to achieving its strategic goals, the more effective it is.

74
 In order to know whether the performance of an organization is effective, it is necessary

for the organization to have an appraisal or an evaluation of the performance. Marion E. Haynes

(1983) mentioned the following reasons in evaluating performance: 1) to aid administrative

decisions, 2) to provide documentation, 3) to provide feedback to employees, 4) to assure an

employee that one isn't overlooked and 5) to aid in the use of human resources and career

development.

Mark T. Czarnecki (1998) also pointed out the benefits of measurement or appraisal of the

performance of the organization by saying that:

1. The company that measures customer opinions is more likely to come out with

successful products or services.

2. The company that measures the quality and efficiency of the processes will be able

to achieve higher quality and efficiency goals.

3. The company that measures employee satisfaction is likely to have higher employee

retention rates.

Marion E. Haynes (1984) said that supervisors are mostly responsible for evaluations.

However, there frequently are reasons to involve others, who might include the employee's

peers, other supervisors, and customers to whom the employee providers a service. Edward M.

Mone and Manuel London (2012), advised the managers that giving feedback benefits both

them and their employees because:

• Helps direct an employee's behavior, keeping it focused on achieving what is

important to the work group.

75
 • When positive, lets the employees know they are appreciated, as well as where they

stand-both of which can increase their motivation to do better next time and support

engagement.

• Helps the employees monitor and improve their performance as they learn to keep in

mind what you feel is important and the standards of excellence you expect.

• Influences future performance as it suggests how much and where the employees

need to improve.

• Helps target what the employees need to learn or just do differently in order to

improve their performance.

• Helps the employees realize that they can be even more successful than before as they

learn about what needs improvement.

• May help the employees know what levels of performance lead to promotions or pay

increases.

• Helps the employees to take control of their own performance.

• Increases the employees' feelings of engagement when they see how they contribute

to the department's goals and their efforts are in alignment with larger organizational

goals.( Edward M. Mone and Manuel London, 2012)

In Saint Louis School Chachoengsao, there are internal audit done from the Brothers of

Saint Gabriel's Education Commission every year and with the office of the National Education

Standards and Quality Assessment (ONESQA) from the Thai Ministry of Education which

evaluate all schools every 5 years since the years 1999. Both audits, have the guide books,

manuals and handbooks for evaluation. The school also appoints a group of teachers responsible

for such performance evaluations. As a conclusion, it is necessary for the school, to have internal

76
 and external effective performance appraisal periodically otherwise, the administrators, the

teachers, the parents and the public will not know where the school stands.

F. Related Studi~s of Enhancing Leadership Skills, Staff Engagement and Performance

eEfectiveness :

Employee engagement in schools:

In 2009 the UK government published the findings of a study of a wide range of public and

private sector organizations concluding that the key enablers of engagement were the line

management, employee voice, integrity and leadership (D. Macleod and N. Clarke 2009).

Business headed by effective leaders have employees who are significantly more engaged,

creative and innovative, and these business make more money than those run by less effective

leaders, according to research carried out by Kenexa, surveying some 29,000 employees in 21

countries (Carly Chynoweth 2010). Using an employee engagement index, the research found

that engagement ranged from 91 percent where leaders were rated as effective to 17 percent where

they were rated as neutral or ineffective: employee engagement was five times higher in business

with effective leadership.

Zoe Thomas (2010) makes the point that, during tough economic times, firms have more to

gain than ever from strongly engaged employees. In a McKinsey survey, virtually all of the

executives surveyed who characterized their companies' change initiatives as extremely successful

said that employees contributed ideas to shape the efforts (McKinsey & Company, 2010). Nearly

25 percent of the extremely successful transformations were planned by groups of 50 people or

more, compared with 6 percent of unsuccessful transformations. The involvement and engagement

of people is a key leadership process in organizational transformation.

77
 The performance effectiveness.

Megha Oberoi and Paresh Rajgarhia (2013) mentioned that performance is the true litmus

test for survival in the marketplace. High-performing employees contribute superior performance,

giving the companies they work for a competitive advantage and their extra effort differentiates

great organizations from merely good ones. For the researcher, it is also true with the school, if the

school performs well, it is a proof to the parents and the other stakeholders how effective the school

is. The effectiveness of the school isone of the factors that is the result of the quality of

performance of the employees or the teachers. Megha Oberoi et al., also proposed the system for

performance effectiveness as follows (Figure 14):

Goal Setting

Collaboration, Feedback,
Teamwork, Review,
Communication Appraisal

Reward &
Development
Recognition

Figure 14. The System for Performance Effectiveness

An effective performance management system starts with a goal setting process, followed

by regular feedback and review/ appraisals. It also identifies employees' developmental needs and

78
includes robust reward and recognition. The system also should encourage collaboration,

teamwork, and communication.

OD Interventions

The proposed interventions to improve the variables of the study are: Whole Brain

Literacy (WBL). Rosen et. Al. (2000) defined literacy as a competency in the global content for

business leadership that includes personal literacy-understanding and valuing self, social literacy-

engaging and challenging others, business literacy-focusing and mobilizing the organization,

cultural literacy-valuing , and leveraging cultural differences. (Rosen et. al., 2000).

Tayko, P, R. & Reyes, M., (2010) defined WBL as an approach or modality of instruction,

a technique is asking questions for a dialogic interaction, and/ or a strategy for curriculum/

instruction development. They continued saying that WBL is the education of the whole person-

tapping into the whole brain function-that restores the primary value and potentials in every human

being as a learner who comes to the classroom/ learning environment, precisely because every

person is endowed with a human brain/ mind that is capable of normal functions that make the

individuals live, learn, and love. (Tayko, P.R. & Reyes, M., 2010)

The same author, Tayko, P. R. & Reyes, M. (2010) continued that Whole Brian Literacy

(WBL) is for everyone and most especially for those in leadership and management. Whether you

are thinking of leading/ managing yourself as you would be in "self-system management" and/ or

leading/ managing others in an organization system in any position you are in, you need WBL

thinking tools for change ... to lead in your thinking as "thought leaders" and "thought managers"

beyond the boundaries you have created and imposed on yourself based on the learned/ acquired

standards of competencies. You need WBL to manage your thoughts, things, task, time as well as

79
your feelings to more productive, creative activities and to preserve your system for sustainability.

You need WBL for productive activitieswhether these are for emergencies or on a continuum of

actions in a momentum. You need WBL to identify what matters are worthy to preserve for

sustainability and posterity. These life situations in personal, professional and positional

circumstances would require one's WBL to enable him/ her lead and manage change. There is no

one in the world that does not need it, even the most experienced leader, executive, manager,

supervisor in high and low places, in government, corporate business, education, and all types of

organization ... the need for thinking tools for change comes as urgent, expedient and appropriate

wherewithal at this time. WBL is our claim to use as a tool for learning and managing self-systems

in the information age. (Tayko, P.R. & Reyes, M., 2010)

WBL is rooted from the research work of Lynch and colleagues (1983) on the four brain

model on human information processing and decision making skills (Tayko & Talmo, 2010).

Tayko and Letz (1994) defined the sets of competencies resembling to the waves of development

of Toffler (1980) as follows,

a) Basic literacy - is a basic skill taught in education when children young. It is

fundamental competency of a learner to "read and write and do arithmetic".

b) Brawn literacy - is fundamental competency of professional to perform skills and

deliver result. It is the next level from basic literacy where skills of professionalism/

expertise are built;

c) Brain literacy - is the highest and deepest level of a individuals' competency where

leaders or learners demonstrate effectively the processes of whole brain literacy in

managing self, task, and people in the functional system (Tayko. 2010. P 34).

80
 WBL is a mental frame and mental process. Lynch and Kordis defined the four-brain

model as the left' part of the brain is for 'logical, methodical, systematic, discrete, detailed,

quantitative, and organized ways of functioning. The 'right' part of the brain is known for its

intuitive, analogic, metaphoric, systemic, dynamic and qualitative functioning. (Tayko & Talmo,

2010) The 'posterior' part of the brain is known to be instinctive while 'anterior' part of the brain

is known for its orientation to the future.

Tayko and Talmo (2010) described WBL as individual (s) making use of the four

different thinking styles of the whole brain. WBL anchors on the "core purpose" of the activity -

why we do what we do. The first move is to check what we know so far about it in the first quadrant

of the brain, I-CONTROL and move on to the second quadrant of the brain, seeking what else do

we need or want to know beyond exploring in the I-EXPLORE. Then on to determining what do

we do as priorities that are doable and urgent in series in the third quadrant, I-PURSUE, then on

to asking who and feelings we have by touching base on the last quadrant of the brain, !-

PRESERVE (Figure 15).

Figure 15. The BrainMap (Lynch, D.)

81
 SOAR Approach: Sue Anne Hammond (2013) in the "Thin Book of Appreciative

Inquiry" mentioned that the traditional approach to change is to look for the problem, do a

diagnosis, and find the solution. The primary focus is on what is wrong or broken; since we look

for problems, we find them. By paying attention to problems, we emphasize and amplify them.

This approach is consistent with a historical attitude that sees human systems as machines and

parts (people) as interchangeable. David Cooperrider and his associates, in the mid-eighties,

challenged this approach and introduced the term Appreciative Inquiry (AI). Appreciative Inquiry

suggests that we look for what works in an organization; that we appreciate it. The tangible result

of the inquiry process is a series of statements that describe where the organization wants to be,

based on the high moments of where they have been. (Sue Anne Hammond, 2003).

Stavros, J. , et al., (2003) also mentioned that the AI approach transforms the

organization assessment tool SWOT (strengths, weakness, opportunities and treat) model into

SOAR (strengths, opportunities, aspirations and results) that liberates people to focus on how best

to go about building the changing future (Stavros. Et al; 2003).

Stavros, J. and Sprangel, J. (2009) mentioned that SOAR engaged the stakeholders directly

in a series of conversations to identify and analyze strengths and opportunities in order to create

shared aspirations, goals, strategies, and commitments to achieving results. While every

stakeholder may not be able to participate, each stakeholder group is represented in order to:

identify and build on strengths; connect and clarify the organization's value set, vision and

mission; discover profitable opportunities that the organization aspires to pursue; determine and

align organizational goals and objectives; revise or create new strategies, systems processes, and

structures to support the goals, and; implement the plan so it guides everyday decision making

and actions. (Stavros, J. and Sprangel J. 2009)

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 SOAR is also used to communicate sustainable value within organizations. Sustainable

value means that an organization considers how its core business impacts the planet and people

while making a profit, which is also known as the triple bottom line approach. The SOAR

approach also nurtures a culture of continuous organizational learning because stakeholders who

participate in the strategy conversations learn from each other and establish collaborative working

relationships. They share and create knowledge and also learn how to operate through the

conversation. The result is the ability to make decisions that support the organization's strategy

and goals on the frontline and in the moment of provide service. In summary, SOAR increases

understanding of how stakeholder efforts fit within the organization's mission, vision, goals, and

objectives. A strategic plan is not static; it can adapt quickly to a changing environment if

stakeholders were part of the identification of organizational strengths and opportunities and are

constantly scanning the environment for new ones (Daly, Alan, Millhollen, Basha, and DiGuilio,

Laila, 2007).

The proposed interventions:

From the SOAR approach activities and the surveys, the researcher found out that it is

necessary for St. Louis School Chachoengsao administration to organize the different workshops,

seminars, training and coaching for all Thai St. Louis School Chachoengsao members, to

transform and reframe their mindsets so that the St. Louis School Chachoengsao members will

be more ready to embark on new challenges to cope up with other schools in the Saint Gabriel

Foundation and in the locality. Such coaching and training included Whole Brain Literacy, Team

Building, Leadership Skills and Styles and Employee Engagement.

83
 Theoretical Framework

With the above literature review and related studies, the researcher proposed the

following theoretical framework (Figure 16):

Path-Goal Leadership Theory

Obstacle( s)

Goal (s)
Productivity
Subordinates

Path-Goal Leadership

Authentic Leadership Theory I

1'
,//
• a real sense of purpose
/
1 St Louis Chachoengsao:
• understand their own values and /
/ High Performance Organization
behaves toward others /
• strong relationship ,//
I

• self disciplines /
I
/
• compassion /
,/'
Transformational Leadership Theory /
I

• Idealized influence
• Inspirational motivation
• Intellectual stimulation
• Individualized consideration

Figure 16. Theoretical Framework

Leadership styles, employee engagement and performance effectiveness-are the three

factors that will lead Saint Louis School to be an excellent school or the High Performance

Organization under the Path-Goal leadership theory.

84
 The leadership style is depended on the individual personality, the kind of work they do, the

followers they deal with and the circumstance on any given day and hour. What is more important

for the leaders is the characteristics of the leaders such as, role model, Integrity, honesty,

perseverance, team spirit, creativity, visionary and possess managerial skills. So, all these

leadership styles and characteristics will lead Saint Louis School to excellent school.

Employee engagement refers to the ability and the power of a leader that influences,

motivates, inspires the subordinates to get things done. It is the extent to which people in the

organization will willingly, even eagerly, give of their discretionary effort, over and above doing

what they have to do-giving their best, displaying creativity, and using their initiative to do work

for the organization whole heartedly.

Many past studies show that the success of most organizations is due to the employee

engagement. Employee engagement is a good strategy for Saint Louis School, especially during

this present time when students enrollment decrease in numbers, and low image profile of the

school on parents and the public regarding awards garnered from outside competitions. So, the

researcher believes that if Saint Louis School pays more attention to improving engagement of the

staff, the staff will also have better improvement in the quality of their participation in the school

work.

Performance effectiveness: Performance is the degree to which an organization or a person

has successfully achieved the goals and the assigned duties. Effective performance refers to the

successful operation of an organization that reaches the standard expected by the public and the

stakeholders and those involved or affected in team learning, instruction and activities. The

performance effectiveness of St. Louis School Chachoengsao is the outcome, the results of the

present and past performances that are shown to the parents, the public and the stakeholders

85
through the increasing numbers of students each year, the results of the various academic

competitions with other schools, the results of the entrance examinations to popular and famous

universities in the desired faculties, the rewards received during each academic year and the

success of the alumni in various fields.

The theoretical frame work and ODI processes are based on three leadership theories,

namely: transformational, authentic leadership, and path-goal leadership theories, as discussed in

the review of literature.

The Conceptual Framework

The independent variable in this study is the OD Interventions (ODI) and the dependent

variables are Leadership skills, Employee Engagement, and Performance Effectiveness

The improvement of these variables through ODI will further move St. Louis School

Chachoengsao closer to the goal of achieving the status of an excellent school and the High

Performance Organization.

86
2.1 Conceptual and Research Framework

Conceptual Framework:

001 as Independent Dependent Variables:

Variable
• Leadership Styles
• Employment
Workshops on Engagement
• Performance
• Whole - Brain Based
Effectiveness
Organization
Development For I
Transformative I
I

'
Education
• Responsible Gap for High Performance
Engagement Organization
• Team Building
• Interviews teachers,
PTA, Alumni

87
 Action Research Framework

Pre- ODI OD Intervention PostODI

Whole Brain
Based OD for
Transformative
Education

Responsible Gap
for Employee
Engagement

I
Team building, I
coaching, and t
dialogue and High
Project performance
organization

Figure 17. Conceptual and Research Framework

• Leadership Styles include: style of leadership, managerial skills and

competencies

• Employee engagement: collaboration, involvement, dedication,

commitment and team spirit,

• Performance effectiveness: school leaders, teachers and staff improved

teaching and job delivery quality (English skills, quality of teaching, level of competency

and service)

88
• ODI- interventions using WHOLE Brain Literacy and SOAR Approach,

Employee engagement and team-building workshops.

89
 Chapter3

Research Methodology

PRE OD Intervention OD Intervention POST OD Intervention

Phase
Data was gathered to
assess the current status of
the variables leadership
styles, engagement,
performance effectiveness
in the research by using
the following:
• Survey questionnaires,
interviews and/or focus
group discussions on
leadership (for
leadership team)
• Engagement and
performance survey
questionnaires,
interviews and/or focus
group discussions for
all teaching and non-
teaching staff
including leadership
team
• Secondary Data was
used such as
documents,
Phase Phase
• LEADERSHIP
Training and
STYLES
workshops based on
WBLandSOAR • ENGAGEMENT
• PERFORMANCE
Team building EFFECTIVENESS
• Post ODI Data was
Dialogue gathered to assess the
post ODI status of the
Projects
variables in the
Coaching research by using
same instruments
Evaluation was done utilized during the
afte r every activity Pre-ODI phase.
(quantitative and • Evaluation data
qualitative) through generated during the
ODI phase was also be
feedback fo rms,
analyzed
reflections, and
interviews.
• A Roadmap was
crafted to sustain the
positive impact of the
interventions and to
further develop St.
Louis School
Chachoengsao as an

•
performance report
Interviews from
relevant School
~

- ~ .
excellent school

T
Community members
like PTA, Alumni. An
interview guide will be
High Performing
utilized.
Organization

Figure 18. The Action Research Design

90
 The Action Research Design

3.1 Research Methodology - identification, description of the various methods

used in studying the subject - This included both the qualitative and quantitative methods used to

determine the results

Research Methodology is Participatory Action Research: an approach that the researcher

used in the school by emphasizing the participation with those affected by the problems studied,

such as leaders, teachers, parents and alumni. The researcher emphasized the interview,

questionnaires on the issues studied, focusing on the change and improvement by the participation

of the members of the school, emphasis on collaboration in order to let them aware of the

situations and the problems to solved.

3.2 Subjects of Study/Sources of Data

The entire population of the Thai teaching and non- teaching staff of St. Louis School

Chachoengsao participated in the study.

Selected Parents from the PTA, Alumni were interviewed to gather further data relevant to

the study.

91
 Table 5

Participants in questionnaire and interviews at random

Activities Thai Parents Alumni

-
teachers

1. 248 - -
Questionnaires

2. In-depth 49 10 15

Interviews

3.3 Research Instruments, Tools and other Data-Gathering Techniques and Procedures.

Primary Data

• Survey Questionnaire : Quantitative Data (Pre and Post)

Source of survey: With permission from Dr.Sunanta Vejchalernjit PhDOD,

Graduated in the year 2012. Assumption University, Bangkok, Thailand

questionnaire title MLQ Multifactor Leadership Questionnaire (Appendix 3).

• Interview Guide: Qualitative Data : (Pre and Post) and data coming from the

conduct of the ODI be used as primary data. Title: St. Louis School Chachoengsao

interview guide for teachers, parents and alumni

Secondary Data:

• School records, performance ratings, citations, action plans, evaluations,

• Interviews with significant school stakeholders such as PTA, alumni.

Questionnaires, and Interview Guide were in both English and Thai language

versions

92
 3.4 Instrumentation

The researcher used an already pre-tested questionnaire as utilized by

Dr. Sunanta, necessary written permissions was obtained for the use of the tool.

3.5 Design/Development of OD Interventions, Data Collection/Documentation of the

Change Processes.

• Data collection (Pre and Post) were employed the assistance of a team of co-researchers

from the school team to lessen research bias, as the researcher is also the School

Director.

• Third party providers and experts were employed to deliver the various seminars and

trainings in the ODI phase to lessen research bias as well. Data Collection was conducted

by the researcher' s team of co-researchers.

• Performance Effectiveness used secondary data obtained from the Institutional

Performance Evaluation administered annually.

Work shop 1:

Whole-Brain Based Organization Development For Transformative Education.

This seminar started at 09.00 A.M. on March 7, 2015 by Dr. Sirichai Preudhikulpradab

from Assumption University, Bangkok.

The Objectives were:

1. Understand and realize personal values through Whole-Brain based Organization

Development.

93
 2. Unleash the sources of possibilities from within and multiply where possible.

3. Understand and appreciate the cultural differences and connect your personal values.

4. Mindfully-make choices of C.A.R.E. actions for sustainable growth.

There were some inspiring quotations for the participants to think as the inspirations for

the educators. For examples, "The hardest thing to teach is how to care". (Unknown) "Education

is the most powerful weapon which you can use to change the world" ( Nelson Mandela).

"Education is not preparation for life; education is life itself' (John Dewy) " Don't just teach your

kids to read, teach them to question what they read. Teach to question everything" ( George

Carlin). The function of education is to teach one to think critically. Intelligence plus character-

that is the goal of true education" (Martin Luther King, Jr.)

The speaker introduced the concepts and knowledge of thinking styles or human

information processing skills to all participants, namely, anterior posterior, left and right brain

orientation.

The participants were asked to self-assess types of thinking styles:

"I-Control is precision thinking, and it is left and anterior brained orientation. I-Explore is

open-ended thinking and it right and anterior brained orientation. I-Pursue is act-aim thinking and

it left and posterior brained orientation and lastly, I-Preserve focuses on feeling power values

thinking and is right and posterior brained orientation".

The participants were asked to divide into groups according to the brain type and the

speaker assigned each group to appoint group leader and observer. Each group built the tower with

papers by three persons from start to completion within 20 min'Jtes, under the conditions that, this

94
paper tower must be highest, strongest and most artistic. Each group was given a scotch tape of 24

inches long.

Upon compJetion of paper tower, each group presented the outputs and outcomes as well

as lesson learned from the Paper Tower activity. Some reflections from the participants are

expressed in words as following:

"We know each other better, to work together as a group"

"We learn how to listen to others, to be patient learn to solve the problems

"Learn how to plan before starting the work".

"Never repeat the same mistake, find new ways".

"No discouragement when the work fail; start again and again

''Never stick to the old ideas and same mistake".

In the afternoon, the participants were introduced to the concepts and applications of

personal values while harmonizing this with whole-brain literacy. The facilitation was through a

series of questions, namely: how can I/ we add value to not only to self, but also to everyone else's

values as we grow our organization through all stakeholders.

The teachers were asked to write down "Who am I?" describing themselves with five

adjective words such as kind, punctual, clean, orderliness; and then listed out what value was the

most important to them; which value could contribute to others, to the work, and to the community

where they live while.

95
 Towards the end of whole-brain based organization development session, the speaker

asked the participants to crystalize some OD projects while ensuring key questions were answered,

namely what will each group do?, how would each group actualize what they learned during the

seminar workshop today?

The speaker summarized and concluded what the teachers learned throughout the day:

1. The whole-brain based functions of thinking skills are possible and thus knowledge transfer

to the learners can holistically be done.

2. Find out in the students, what types of thinking skills each student has and how all

quadrants of the brain can further be developed.

3. Change is all around us and thus one never sticks to the same practice, but change it as an-

going process of continuous improvement and development.

4. Consciously leverage the capacity of all quadrants of thinking/human information

processing skills.

5. Seek to understand and appreciate the differences-that is different thinking styles.

The session was ended at 16.45 P.M. (Appendix 4)

Workshop 2:

Responsible Gap for Engagement

This seminar started at 9.00 A.M. on May 14 with 281 teachers participated. It was

conducted by Dr.Kitikorn Dowpiset, a Society leader of Drucker Society of Thailand and a

professor of Assumption University, Bangkok.

The objectives of this seminar were:

96
 1. The teachers know their roles in the school.

2. Their commitment in relation to their mission in the school.

3. The responsibilities of each member in our community and the society.

4. Apply the five questions from Peter F. Drucker to define the right project to maintain

the healthy society within the school.

5. Set up the creative project for the school development.

The speaker started by defining the roles of teachers as a manager, a leader and a coach.

He asked them to think as teacher in the community, in the school and in the society, what he I she

would do, what commitment to the role as teacher. All teachers were divided into groups according

to the subjects they were teaching, there are about 13 groups including the kindergarten, there were

2 groups due to big numbers, the supporting teachers were also divided into 2 groups due to

different types of jobs they were responsible.

Before starting to work in the groups, he gave the rules for the participants on how to follow

during the group work, such as free to think and give ideas, listen to other opinions and ideas, no

wrong suggestions and opinions. The more the ideas and suggestions, the better. Then summarized

all the ideas, opinions and suggestions from all the members. But he proposed to the group that

those who were the heads of the departments or the head of the class levels should not speak first

or talk much during the discussions. Lastly, all would vote for the best suggestion and the members

followed what were decided.

So, each group had the important roles of the departments and after half an hour, the group

representative had come up to the stage to report about their job roles.

97
 At the end of the reports, the participants were asked to share about the feelings while they

were working in the group. Some of them said that, they knew the members better; they dared to

speak out and not afraid to give opinions, the leaders shared that they learnt how to be patient not

speak out or always gave opinions when they felt to do so, some of them learnt how to sacrifice

themselves to take troubles to write down or come up to the stage to report for the group.

When all groups finished the reports, the speaker concluded that the good role functions

should give opportunities to all, use the abilities to perform the roles and lastly commitment to

what intended to do by the members after deciding anything.

In the afternoon, the speaker started with the theme "Mission". He told the participants that

the good mission statement should be short and focused on the organization, clear and easy to

understand, it should not say "how", only "what", inspires commitment, it was the responsibility

of leadership. It should inspire others and others agree and always remember. It should reflect the

organization's opportunity, commitment, and competence.

Then the speaker asked the participants "Who will change and improve in life if our

mission is successful? Myself? My family? My friends? My school? My community? And my

society? And who will support our mission? Myself? My family? My friend? My school? My

society? the environment? He emphasized that as teachers they teach not only knowledge buy

more so values, what value for those groups by saying about value. We were not teaching by only

giving knowledge but we gave students whatever they needed in life; good future family life; the

good products from what we taught students were our mission and our goals. The mission and

aims school lived and practiced well would increase the number of students, ensure quality

98
graduates who can enter good and popular, famous universities and faculties, and foster alumni

leadership; good cooperation and assistance from parents.

Before endin_g the session, the participants were assigned group works to create the projects

intended to improve and develop the department.

He also reminded the group that for good engagement, the members should dedicate

themselves to works and seek benefit to the school before self-interest. The session ended at 16.30

P.M. (Appendix 5)

Workshop 3:

Team building, Coaching, Dialogue and Project

Mr. Prayoon Vonglek, the guest speaker.

On May 15, 2015. Mr. Prayoon Vonglek, the guest speaker, and the expert in this topic,

Team building, conducted the seminar, started at 9.00 A.M. on May 15, 2015 with a short prayer.

The objectives of this seminar were;

1. The teachers of St. Louis School Chachoengsao may know and learn about each other

through the work project.

2. The teachers of St. Louis School Chachoengsao may create a better relation among them

through workshop.

3. The school leaders may learn the techniques on how to be a good coach; and on how to

listen to the group members.

4. The teachers learn how to exchange ideas and dare to give opinions at the proper times.

99
 The speaker started with some introduction and requested the teachers to work together

with him during this whole day in order to "Build St. Louis School Chachoengsao as a Great Place

to work'', Build St. Louis School Chachoengsao together as an Excellent Organization, "and a

happy work place". Then he distributed to each teacher a sheet of paper to evaluate St. Louis

School Chachoengsao with 6 questions. He also encouraged teachers to "Make it happen, not let

it happen. Then he let teachers evaluate the organization and the people in the organization in 6

steps.

Step 1 Evaluate the satisfaction of the teachers in other departments for their services in

different areas.

Step 2 Evaluate the role satisfaction of each teacher.

Step 3 Share with the group concern what are the results of the evaluation.

Step 4 Discussion for improvement, and set up the plan of actions with other departments.

Step 5 Propose to the departments concern what should be done if necessary, such as fast

service, good communication, within and outside the department, assist each

other's' work, work together in team, care and concern one another, share the

materials and equipment among the departments.

Step 6 Report the work to the assembly.

After the representatives of the departments reported to the assembly, the speaker suggested

to teachers that, "Do it now or never", and "No force change", and "Love what you do".

100
 Most of the day, the teachers were using most of the time to discuss with teachers in

different departments to clear the past problems and the barriers in working together, it was the

time for them to speak out on the past unsatisfactory practices.

Before ending the session on team-building, coaching, dialogue and projects, the speaker

concluded what the teachers should learn and do from now on were:

1) From now on the St. Louis School Chachoengsao teachers should work as a team not only

within the departments.

2) Whenever dissatisfaction happens, it should be solved immediately by the teachers

concern, dialogue within and with people outside it is a must in order to avoid conflict.

3) Those who are experts in one area should assist other in that area for effective and efficient

performance.

4) In any functions, organize by the school, the teachers should mix with each other, such as,

during party, games or outing, so that teachers will know each other more and more.

5) There should be good communication team and various means of communication

otherwise grapevine may occur in the organization, and this may create bad results to

teachers, parents and the community outside the school.

The session ended at 17.00 P.M. (Appendix 6)

3.6 Data Analysis - Tools for qualitative and quantitative data analysis were identified,

described and organized.

• Quantitative data from survey questionnaires were analyzed using

descriptive statistics : mean and standard deviation and t-test

101
• Qualitative data from interviews and workshops were analysed using key

categories.

• Secondary Data (Annual Institutional Performance Evaluation) was

utilized to assess the variable on Performance Effectiveness.

• Findings were used to craft a Roadmap to sustain the initial positive effects

of the OD Interventions.

102
 3.7 Timeline of Research

Table 6

Timeline of Research

The timeline of ODI Project

ODI Activities Month

Feb. March April May June July Aug. Sept. Oct. Nov. Dec.

1. Present the research proposal and

getting approval from the *

committee members.

2. ODI Intervention/ Reports

- WBL workshop

- Engagement and Responsibility *

Workshop

- Team building workshop *

103
 *

3. Pre-001 questionnaires *
I

4. lndept Interviews *

5. Post-001 Questionnaires *
6. Data Gathering and Analysis *
7. Writing the papers *
8. Final defense 20

104
 Chapter IV

The Results, Analysis, Interpretation of Data

The researcher engaged in an action research using Organization Development

Interventions that would enhance the leadership skills, employee engagement, and performance

effectiveness. This chapter discussed and organized the data gathered according to the research

questions, including the results, analysis, interpretation of the data gathered from the

questionnaires (Appendix 7), interview teachers, parents, alumni and the intervention workshop.

Demographic Profile:

The following data shows the demographic profiles of the participants/respondents of the study.

Table 7

Brief profile of teachers, students and parents

Faculty ( gender, age, length of service, educational attainment)

Brief profile of teachers:

Gender:

Sex No.

M 69

F 212

Total 281

105
Education attainment:

Master 30
-
Bachelor 240

Lower than Bachelor 11

Total 281

Nationality:

Thais 255

Foreigners 26

Length of service:

Year No.

Below 1 years 29

1-2 29

Year No.

3-5 35

6-10 53

11-15 52

21-25 8

26-30 5

106
31 -35 8

36 - over 1

Total 281
-

Students year 2014

Sex
Class level Total
M F

Pre-Kindergarten 22 16 38

Kindergarten 1 88 82 170

Kindergarten 2 104 85 189

Kindergarten 3 108 112 220

Primary 1 107 130 237

Primary 2 108 91 199

Primary 3 102 102 204

Primary 4 111 114 225

Primary 5 110 107 217

Primary 6 98 106 204

Secondary 1 132 94 226

Secondary 2 130 118 248

Secondary 3 117 106 223

Secondary 4 108 159 267

Secondary 5 139 126 265

Secondary 6 145 157

107
 302

Total
1,729 1,705 3,434

Present status of the school: St. Louis School Chachoengsao is surrounded by 3

government schools, and 3 private schools. The distance from each school is about 1-2

kilometres. Most parents are business people and are residing in the city and market area.

Their occupations are shown below:

Brief Profile of the parents' profession

No. Professions No. of families %

-
1. Government services 571 16.15

2. Merchants 1,016 28.73

3. Agricultures 297 8.40

4. Employees 790 22.34

5. Individual business 382 10.80

6. Semi-gov' t service 183 5.18

7. Others 297 8.40

Total 3,536 100

108
 Note: From information year 2013, page 29.

Most of the parents finished Bachelor degree and 95.87% or 3,390 are Buddhists, 3.37%

or 119 are Catholics and 2.7 % or 76 are Muslims.

Research Question 1:

What are the current levels of leadership skills of the leadership team, employee engagement,

and performance effectiveness of the staff at St. Louis School Chachoengsao?

I. Assessment of the current status of Leadership Styles and Leadership Skills.

Table 8

Results of the Survey on Leadership Styles as rated by the School Leaders.

Leadership Styles Mean S.D.

8.18 1.31
I provide others with assistance in exchange for their

efforts

I re-examine critical assumptions to question whether

• 1.10

they are appropriate

109
 3.Q''Url'rn11'ft1~11::~11'ft 1i11m"I 11'U11m1f~?Jfl'ftll.Jflmm~'Uiftym~ijm1l.J

1'U!!H 7.45 2.37

I fail to interfere until problems become serious

QJ,jl ,.~~ij~ j/Q .a: ..... .r

4.U'U 11fl1ll.Jff'U 1111tlff~H~ fl11ll'ft::'IJtiNl'l'Vi'ftll'l'Vl!fll'l'IJ'U

7.88 1.88
I focus attention on irregularities, mistakes, exceptions,

and deviations form standards

I .,,;, A d o' .c:i. ..I

5. U'U11'ftfl!'ftV~fll'j'Vl1i~H!'IJ1 UQ~!flV1UJtllJ!11~fll'j(lHYll'lty1 !fll'l'IJ'U
Q.I .. .,,;, .,,;, ,, ,, , Q,I

6.84 2.65

I avoid getting involved when important issues arise

Leadership Styles
7.82 2.03

N= no of respondents 33

Table 8 shows how the leaders of the school rated leadership style. The lowest means score

for leadership style is 6.84 in number 5. "I avoid getting involved when important issues arise".

The highest means score for leadership styles is 8.73 in number 2. "I re-examine critical

assumptions to question whether they are appropriate". The total mean for leadership style is 7.82,

with a SD= 2.03 (sometimes - very frequently)

110
Table 9

Results of the Survey on Leadership Skills as rated by School Leaders

-
Leadership Skills Mean S.D.

1. iiuiJn1.1el1J'l11.l1t1HU~jjm11.1rl1ri~ hfnutJflUel~
6.48 1.77

I often delegate important tasks to my staff

2. 11ClllJtl1J'l1lJll!'ll'U \t'Ut'1l!JlJ.,rtllJil~~ll~lnf~'HlJ~ 1lft'IJl'i1lJ~'I

"
el~m.h::nelrnn~ -nellJ'llel'l~l'U, ~n~1'UV1fll~'H1~,
d <V "
1nru'¥lfll'j1W.i::a::11n1 <V

~.d: I _d 'j/
1m:: r;jV11.l'11'1u1na1'1Jti~ 7.88 1.52

When delegating a task, I provide all required information,

including expected deliverables, metrics, timeframes,

context, and stakeholders

3.
~
l1il1lJel1J'HlJl!J~1'U ~'U
'H11'1 , 11, '11tJfl'Uel~lJel'ff'j::V111::11~m1
!II !II dA .l ~ ,
~l'U 'Ufl1llJ

i'ufi~'llel1J'IJ el'l'1'U tel.:i 1m:: hfijiu 111n Ti fl'fl ff'U 111~~11~u 1'U m1vhnu1~ el

1ifun'iJ11'.11'111.11v 7.76 1.20

When delegating a task, I convey trust in my staffs for

their job responsibilities & empower them to meet their

goals

111
 When delegating, I choose the person based on his or her 8.76 1.06
-
experience, developmental need, and current assignments

., , ,, ,,s ., ., 1"
5 . ~ u 'KtnllJ n lfli)J m.Jfll'j 'l111ftll YW1l~!LNU ~lU
"' ,,
ffVU~lU !lft::ffll~m ~

, '11 " ' SI I , ,, 4 0 Jr 4 0

~~ '1 !'11llfi\lfiUV~ lJlfifi11fill 'lfl1ftll'ViV'Yll~lU'll~flUVUffllJlrn'l'll

7.82 1.57

I place my personal emphasis on planning,

coaching and motivating rather than doing task others can

do
Leadership Skills Mean S.D.

When a problem occurs with something I have delegated,

7.73 1.26
I give the person a chance to resolve it before

I intervene

7.85 1.44

112
 With my staff, I set specific and measurable goals that

have clear milestones/dates of completion

QI , jl jl I I QI .-i
8. ~'Ull llflll IM lf~f1'WtNl_l~ft:::fl'W'l'l'l 11Hlt1Wlf~lll'Wfl'l1JVl1J1Vlllft:::fl11lJ

i'1J~1l'lffJ1J'IJ fNI 'IJl/llifJ

8.55 1.28

I explain clearly the roles & responsibilities of each of

my staff members

9. \lut:Jima hr~f1UfJ'IH~ ft:::fl'W 1'11'1111111il1lf lJ 1mm:::rl1vi1Jfl1llJ rl1ti'qj'IJ fl'!

'll'W'IJfJ'l!'lll l~fllJ fo.:itirnif rnma i ~tl'i1lJ'IJfJ'lfJ'lrlflHIV1'1 i'i

8.42 1.75

I explain how the goals and priorities of each of my staff

members aligns with the overall organization goals

1o. i 111.1uf1~ \lu hrft'm:Uf11 ui1 lJ'IJt:J'I Q'uihhu i 1lJ 1 u mHf.:i1il1lf lJ1t1fll'i

'11\lll'U lff1'W 1Ji'li'lft'IJ fJ'I Vi'lfll 'IJ llfJ'I

7.97 1.53

I regularly include my team members in the

development of their goals

11. \l'Wlfl~f)tl1J'afltl't:J'IU~ft:::fl'Ua'I~ 'I~ ~ll~'W~V'lli'lt~fJ'tll hr~m'll'Ulfl1.l

8.48 1.33
fl1llJfll1llflJltl

113
 I discuss with each of my staff what is needed to exceed

work expectations

Leadership Skills _ Mean S.D.

12. 1u'i~1111~il \lu'ti1~1u i 11Jfiu~nil't1~'\lfNuu1~t1'Vl 1Jmu11n~tl~1mJ~uu

i1 .itB ,, . . . ,,, "~ " .. .i

l 1'11111lJ'Vl~~ ~tlU¥1'UiJ l'Vftl 'IH\'6~flll6~fl1Jfl111J¥1tl~fll:i'l11~~rn1l'Vl

7.73 1.82
nJ~uu'ltl

Throughout the year, I work with my staff to revisit

and edit goals to align with changing business needs

13. tiulTntll~~"m mni11lfiu~ntl't1.:i1~m~ lJ~<1f:ltliY'irn~t1111'11'1'U11.:i

U'l'~ff'Vl~fil'Vlflll°tilHU
8.09 1.59

I work with my staff to identify obstacles that may

hinder performance

14. \lu~'1¥1111Annu11n~~'1ri1fiufl1111rl1fi'ty'Ut1~n11m rnP11~'l hw

.. d A-'~~ Ai'.lri~
m1'itu1111nAnm~'Vl1J'Vl1l~lfl~'Uunu~n 11m~~rn111 u lfli\J
8.33 0.96

I track performance and prioritize activities based on

impact to clients and business

QJ~ ·~ A 1 i!GJ d
15. ~ 'U¥1'1~11JHl!fll'j U{l1J¥1~1'Ullll~l'l1tllJ lJ~1J'Ul'Ulfl1Jfl111J ffll'i 1lllll~
QJ

7.97 1.31
l i11'11111tJ'\ltl~tl'lflfl'j

114
 I track performance and relate it to corporate successes,

goals, and achievements

QI QI ,, d 0 ..4 ,, ,., QI 0
16. ~ 'U U'i ~'1/ll f11J\j fl'U fHI U'U U'i~ 111! VHJ'1'11J'l'11'Uf1111J fl11ll'U 1Uft~ ll~ft 1~1J
Q.I

f1111J rilflt\J'IHl·Hl'U
8.42 1.15

I meet regularly to review progress and set priorities

with my staff

17. ti''U ll\il11~ 6!~1JU1.1 Vi mm.:i1u 'II v.:i \Intl'v.:iu91 ft~ fl'l.HJV1'l\! n,rti'l'1 fttilill1'<iil

1~vhfmi11111it1.1lldjlj1J1J fl<i~ ffllfJft 1ufll'I1.lrniJu flft'l l'U 'II ti.:i'Vi 1 m '111 7.27 1.75

'1fl'Uflft1.:iihm~llm~il

I maintain accurate records of each persons performance

throughout the year to ensure a balanced perspective

when assessing my employees at mid-year and year-end

Leadership Skills Mean S.D.

1s.
QI d
~'W'i~1J~~ll'll'lUft~m11J1J11
0111 QI 'JI
1.1 'Ufl1rnl'll'Ul'llfl'l\lfl'Ufl'lU'1ft~fl~1.:i
I I

.,
\jfl'1U'l
7.45 1.39
I accurately identify strengths and development needs

in others

115
19 . Q''U1lff\'1i111'iw1~v1nmTu 1rn::mru.:i1'U\)fltl't1.:it1'11.:i'111.1lii1.:iVi1'Unftl ~

1mn::ff1J 8.00 1.17

I provide timelyleedback and coaching

QI , " 'JI QI !.!I

20. Q'UUtlfl '11\lflWJ.:i'iU., (W-Hl'll'U'IJtl'1~1Vi1fll'IJlltl'I 'Yl.:irnnVl'Vi1fll'IJ11J
Q,f t d d

..:.. ·-' ..l ~ 1

fHHl'UVl\911rn::11Jt1Vilfll'lll'Yll'll'U 1J l'lmlJ'Ylfll\91'111.:i • '1 ''1" 'l"
7.94 1.39

I let my staffs know either when they are performing

well or when their results are not up to par

QI 1"0""" ~ j/ .d Q,f

21 . Q'U '11fl111Jl'iW\Jfl'Utl'llflV1flU'll'Utll.ll'llUYn::1111::11.:i l'U'Ufll'H't\Jll'UlNft

I S/ Q,I

i """
'll'U '11\9l'IJ'U 1m::ff11Jl'itl'Ul · '1tl1rfJUfl
.... , fl.. 7.91 1.68

I give specific, constructive, and actionable feedback

QI,,, . .. ,. I 'JI '

41!11; I ,SI .di ! 411 GI

22. u 'U m1t1V1'Yll'Yllm1n\lfl'Uti.:i1vrn'll1v '11Vi1fll'IJ11wt1 .. 11n::1nl'lflTrn\Jll'U1

'1Jti.:i11~n::1.Jflfln
7.27 1.42

I assign challenging tasks to accelerate my staffs'

learning, and development

2 3. Q''U vi1hi'mJ11111m'.i ff'U 'YI 'U 11 'U'i ::'1111.:i~ Q''U fftl'U .:i1wm:: hi'fi1i 111'i cl'
8.27 1.10
.d QI I .dSI SJ <dd
lfltJ1t1UNft'll'Ullf1\lfl'Utl'I tlJ'Ufll'i tlffl'i VIVIV1\)tl'Utl'l1Jfll'.i flfltJU
a 1"

116
 I ensure my feedback discussions are a two-way

dialogue

24. lti.nrn1.1..:i11.1\lnil'·irn~n:::fl1.1~1anm'l~111P111~1..:iti1.1 hwVinrnrnnn

m1l.J 'ffll.Jl'I fl un::: fl 111.J ~111'.11.11'W fll'l ~llll'U 1'1ltN1Jflfl mfw1

8.21 0.99

I coach each of my staffs in the different ways by

considering their competence & development needs

Leadership Skills Mean S.D.

2s. lt1.11ir"I1..:ii'n\lnil'6..:i1P11l.J1-1n..:i11.1 hwvhm w1111mnw<vl~n1M1.1fl 1161.h..:i

<ifllll'U
7.85 1.28

I provide rewards based on clearly defined performance

criteria

QI , " QI I jl
26. u1.1 M'l1..:i1nuf1\Jf1'U6..'.I
l ~W'Vill1'lW1'Vl'll-ltin'Vl1i'VI
""' t QI ~.,J, 5J o ..;.
fl un:::m'lm:::mt'Vi6

1ttm·H11-1n~'Vl1i'i.f1.1 6di..:inmhci ti1.1

7.73 1.18

I provide rewards based equally on results and the

actions taken

~ f 11\Jfl'UV..'.IU\Plti:::fl'U'lfVtJ'VIU:::
21. u1.1Q ' " ' .: M~rnm:wmnlJ/
~ 1m1..:i1n61.11..:i
" ~ ' 'l 'I 8.18 0.98

117
 I recognize the preference for recognition and reward

of my direct reports

8.45 1.37

I give credit as well as acknowledge contributions and

efforts of my direct reports publicly

7.88 1.08

I develop innovative ways to recognize and reward my

employees

I share wins and successes with my team

• 1.07

8.06 1.82

I look for ways to motivate my direct reports,

especially during difficult times

Leadership Skills Mean S.D.

118
32. ii1.11i1fl'W~'U '1 iiri11.1-i 1lJ 11.1mm!1-mN1.1.:i11.111-n~ fll'Hl~ff'U 1111i ei.:i

~1'1'1 fill~ff'IN'flm~'V11J~tl'Yi1fll'IJ1
8.21 1.17
-
I involve others in shaping plans and decisions that

affect them

33 . d'1.111ff~.:i 1i11i'.l1.1i'1iifl11lJ 'Bi 1111.1m1:iJff1m':i t1'1Jti'l\jflti'ti.:i 11.1 fll':i~\l~

vil'll'U'Utl'l'Yi1fll'IJ1

8.73 1.01

I convey trust in my staffs ' competence to perform their

job

~ ! ~ ,,~ .. ~ ,.J
34. g'Uff 1'l!IH1J'U~1ft 11 l1\jfl'UV'l'IJV.:Jg'Ulfl'l'IJ'U

I inspire people to excel 8.33 1.29

3 s . d'1.11'i'uTI fll':i ~.:i 111\jflUV·m~-n~fl'U 1~t.11'l~1iJ1.1i'1nii'-n 1~~iim1:iJ

d1ti'i]!~'lf~~vvnm'IJ11m~Wn:rfoif1.11~ei~.:i1111i1'Yl1m'IJ1vi1.:i11.11~

~
'Vl'lf~

I adapt my approach to motivate each individual by

assessing the most effective rewards and leveraging

7.79 1.34
them to get the best performance

36. d''U ir!1.:ifff11'Yill1~~VlJ 11.1mnh'll'U~\jfltl'V'l'IJV'ld''U11~Yi1<11'U ,~~'If~ 8.27 1.21

119
 I creates an environment that accommodates the best

performance

Leadership Skills
- 8.03 1.42
N = no of respondents = 33

Table 9 shows how the leaders of the school rated their leadership skills. The lowest means

score for leadership skills is 6.48 in number 1. "I often delegate important tasks to my staff'. The

highest means score for leadership skills is 8.91 in number 30. "I share w ins and successes with my

team. The total sample mean is 8.03, SD 1.42. (Fairly often to very frequently)

Table 10

Teachers score on Leadership Style of their managers

Leadership Styles Mean S.D.

1. 'li1ml!tialt'U1~avi1 hflt'U~lJl'l'ltl1N1'Ul~'U m'i '11~11arn1'l'l'U

6.80 2.27

Provides me with assistance in exchange for their efforts

2. ~i1~"U11a~~nm1mht'i'ty 1'1J111::~n11ffau~11~a1ifii''U11111u"U1'1'11~~

11:: ~i1iJ 'U m'i iim11Jm m:: fflJ ;i'l ~'l

7.14 2.12

Re-examines critical assumptions to question whether

they are appropriate

120
 n'lJ1lrn1~11::~11L'l liflfl1'i ll'U1Jl.:if'lf.:iqnmlJnmm~'UiJl\jm~ih111lJ1'Uu'J.:i

•
3.

2.12
Fails to interfere until problems become serious

, >J , 0 " A -t.l A >J A

4. '11f'l1llJiY'U llillfliY.:Jf.lfl flill l!L'l::'ll8f.lilll1L'llflfllflf'l'll'U
d - .r

Focuses attention on irregularities, mistakes, exceptions, 6.74 2.01

and deviations form standards

.ct ... .c:i)I ,,, I .. d, tf Q.I .Q J

5. '11L'lfl!L'lf.J.:ifll'jflill'el.:il'lll UQ.:JllJ8lJl'l1~fll'JWfflf'lt)j"] lflfl'll'U

6.96 2.36
Avoids getting involved when important issues arise

Leadership Styles
7.05 2.20
N= number of respondents= 281

Table 10 shows the Teachers score on Leadership Style of their managers. The lowest means

scores in leadership styles is 6. 74 in number 4. "The leaders focus attention on irregularities, mistakes,

exceptions, and deviations form standards". The highest means scores in leadership styles is 7.63 in

number 3. "The leader fails to interfere until the problems become serious". The total sample mean is

7.05, SD 2.20. (Occasionally to very frequently)

121
Table 11

Teachers score on Leadership Skills of their managers

-
Leadership Skills Mean S.D.

1. tl'mJa'IJ'111J10.:i1u~ijri111Jti1fii)Jhrn'l.ltJf1tl'tl'l

6.61 1.95
... often delegate important tasks to his/her staff

,,, Y QI ii.et ii .dofj t

2. !1'cll1Jtl'IJ'l11Jlfl'll'IJ '11\Jf1'U tl\I '111'11'\Jllfl'HllJ'lltllJ 'clVlll ll 'IJ 'l'l\1'111Jfl

, '11{Jf1'\Jt:J\11
" " 11JO\lt:J\lfl ~
.. "t.l 1!: f1tl1J ll1fl -!.f:l lJ 'll tN\11'\J , f-Hl'll'Ul'lfllfll11\I,
d

i/ QJ 9}.d ..:t I .d jl
'j!: IJ!: l1'cll, l f1tu~f11'j11') !l'cl!: fj 'l'l1Jff1'1Jlf11J1'\J8\I
6.42 2.24

When delegating a task, he/she provides all required

information, including expected deliverables, metrics,

timeframes, context, and stakeholders

~
3. 11'cl111auMlJ10.:i1u l11l1 '\Jl " H11.:il 111·w~m.rn.:i'llti.:tl11l1'1Jlllflff
" " ~ " .. 'j ::'\'111::111>1
Q ~ ...

f11'j .:i1u lu ri111Ji''l.l~1>1'11t1'1.J'llt1.:i11um.:i 1m:: Wtl1u111 m 'j ~fl ff'U l 11~'111;ii'U

1utmvi1·n'IJ1~v llfan q1i11'l11J1u

7.51 1.93

When delegating a task, he/she conveys trust in his/her

staffs for their job responsibilities & empower them to

meet their goals

122
4. 11Cl11HlUlllJ11.J..'.ITU i1111tl'11ii'6flfl'U 111mh:; ffUfll'HU fll'ilhnu fl1llJ~l

1l'J'U1'U m'i ~9ll'U1 11n:;..:i1'U~liiv~1'U ifo~u'U

7.30 2.08

When delegating, he/she choose the person based on his

or her experience, developmental need, and current assignmen

,,., ri., ., ,,., .. ,.,

s. 11m1ll lfli\JflUfll'i -v11cn1V1'611..'lllf'l'U..'ll'U ff'tl'U..'ll'U un::ff'il..'IU'i..'.I

11"'' ,., lJlflfl1lfll'i

, 1"' A• ~ 4 •
~..'I ll llllfl~fl'U'tl..'.I 'Vl1Clll'VHJ'l'11..'.ll'U'IMfl'U'6'UffllJ1Hl'Vll

6.41 2.16
tl'l'l'UM

... place his/her personal emphasis on planning, coaching, "and

motivating rather than doing tasks others can do

Leadership Skills Mean S.D.

, "'1
.. - ., d,,,
6. llJ'tllfl~Ui\jlllflU..'.ll'U'l'l ~ lJ'tlUlllJltl
1
ul1111'Ulll::
., ,., i d
11 Vfllfffl'U'U'U'l'lll::

6.84 2.06
11 n'l 'll JJ''U l'f1v~'Ut'6'1n'tl'U~11::1'1'11 uu '1'1 'i mt'11..:i

When a problem occurs with something he/she has delegated,

he/she give the person a chance to resolve it before he/she

intervenes

7.
, o Q.I ii QI j,/o
'Ufll'l"1'11..:i1'UflU~fl'U'tl'I 11111'U1fl111'U~1
i1 rnm1.1'1'11flvn:;1111:;11..:i mmrn
4

i'ft 1l'f~..:i uvfl~..'.lll i~ 'I i'fl fl 11lJri11~ 11 un:; ti111'U ft ncn~..:i l'U~v..:i1ff~11mh..:i 7.19 1.99

'li~lll'U

123
 With his/her staff, he/she sets specific and measurable

goals that have clear milestones/dates of completion

, J) JI I I ._. .d
8. ll '1fl!HM "t1 ~fl'U tN LI~ ti:: fl'U 'YI l11.Hltll'l'l1fl! '1tmrnV11.Jl'YllHI::

fl111Ji''IJ~fl'l16'U,,6'li1'Yl1nt,,l!fH
- 7.36 2.18

... explain clearly the roles & responsibilities of each of his/her

staff members

.. ,,, ,, ' "l'rl • ., ri"'

9. 6Ti'Ultl 'H~fi'U6'1ll~tl::fl'U!,,l '1111 l'H1JW11tl:tllfl'Ufl111J lflqj,,6'1'1l'U

4
l'b'tllJ 1"';'.J "'1
tl'lfi'Ul l'HlJW 1 fltll11J,,6'ltl'lflmtiV1'1 l

7.11 2.10

... explain how the goals and priorities of each of his/her

staff members align with the overall organizational goals

1o. 1rivun9ii11'Htl'1 l-H'irn1;n l'UVillihh'U l11Jl'Umli.:i1rl1"t11J1vm'j~WJ'U1

tY1'U tjflfl tl'116'1'Y11fll,, 116'1

7.11 1.95

... regularly includes his/her team members in the

Development of their goals

d..:.dod o4o,tl ~
4G<I S' JI
11. "t11'jtifi'U~n'Uti'lll~ t1::ri'Uti'ln''l'Yl'111u'U~tN'Yll!'Ylti'Yl1 'H~t!'l1'U!fl'Utn11J
I
7.56 4.78
fllf'l"t11J1V

... discuss with each of his/her staff what is needed to

exceed work expectations

Leadership Skills Mean S.D.

124
12. hm::'Hll~U l11'Htl'1fi1nu -i11Jn'U~f1tl'~Ml~tl'Vl'U'Vl1'1Jlli:l::Ui'.i.HU~fJ'U

" d~,,, Sid~,,, SI 91 Ad

1Vl'H1J1V'Vl9M 1flf.l'IJ9l'IJtl l'YHl 'Hfff.lfll'li:lf.l~f1'Ul'l111Jflf.l~f11'I'llf.l~l'ImlVI
QI

1u~v'Uiu 6.81 2.19

Throughout the year, he/she works with he/she staff to revisi1

and edit goals to align with changing business

needs

13 . ,jn'IJ'I:: ~mll n111-i11Jn'U ~nil'f.1~1 ~tJ'I:: lJ~~ ~ 'llnnl'l~ m'il '1ifl'IJ11~

n
u'I:: n'Vl m~m'I fi1~1'1J
7.24 2.31

... works with his/her staff to identify obstacles that

may hinder performance

14. ~flmlJ~-m ·n'IJun:: '1'1n1ri'lll'l111Jri1fity'llf.l~n'ilmrn~w1 1~w~'il1'Iw1

ca ~.t .. "
'il1mrnm::'Vl'UV1'il::1M1'11'1Jn'l.l~nm 1 ia::l'If1'il1
-u-a <v
'IJ l l'lt\J
6.98 2.13

... tracks performance and prioritizes activities based on

Impact to clients and business

15. ...
Ml9l11J~Ml'I
'I.]""' .... "' 1 "' ,, "' ri Q ti
{l'Ufl~l'IJ!li:l::l'lftllJ V~1J'IJ!'lllf1'Ufl111J 1m111n::1 l'HlJlV

;
'IJf.l~f.l~l'lm

7.26 •l.91

... tracks performance and relates it to corporate

successes, goals, and achievements

125
16. ~ "~,J··
iJ l::~lJfl'U~fl'\.Hl~l "" ~.~
u l::'illlVHJYl'UYl1Ufl111Jf111'1'1UlU'1::'il"i:mlm\111J

nlflty'IHJ·Nl'W

7.54 2.25

... meets regularly to review progress and set priorities

with his/her staff

-

41!1 el QI d · QI f I JI
17. IJ~'l'IHHf1'1.J'l.J'U'YlmHN1'W~tl.:JVn.mnuu~Hl::fl'WVfll.:Jt]mHJ.:ifl'1tl"Yl-:J
Qi lJ

4 l JI I, I jl .::( ·.i:: · , ~
l'VW 'l'IU'W 'il11'1'11'1'1'W11l::lJ~lJ1JV.:J'Ylt'l'l.Jfj'1 'Wf1llth::L1J'W~M1'W~V.:J
QI

6.56 2.35

V11m~1fl vu f1ci1.:i lluci::i.Jm vll

... maintains accurate records of each person's

performance throughout the year to ensure a balanced

perspective when assessing his/her employees at mid-

year and year-end

Leadership Skills Mean S.D.

d o ~ , QI 9J I I JI
18. l::'l.j~'1U~.:JU'1::1'1111J'illl 'W 'Wf1ll'VllllJ'W1~'1.:J~f1'UV.:JUf1'1::tifl1.:Jt)f1fltJ.:J

6.27 2.25
... accurately identifies strengths and development needs

in others

19. hffi11111lw1~v1n·1.mu uci::irnu.:i1u ~f1t!v.:itid1.:i'liu'¥11.:ili1 unci1~

6.50 2.26
1'l'lm::i:rn

... provide timely feedback and coaching

126
 b jJ ,, Q,I jJ..cR Q,I

20. lHlfl '11\)fl\Hl.:!71Jlf:l.:!H!.'l.:!l'W'lltl.:!911'Vi1fll'lllltl.:! 'Vl.:!L1!.'ll'Vl'Vi1fll'llll.JHM1'W

. ~ .c:i. .ct

.c:i.d 4 0 , ., 'JI .c:i. Q,I , ,,

'Vl" ll'1:::1l.Jtl'Vi1fll'lll'Vll.:!l'W lJ "9lll.J'Vlfll"'\11.:! 1

6.47 2.14

... let his/her staffs know either when they are

performing well or when their results are not up to par

-

tloAi a' II .d Q.I" t ti Q.I"

21. hlfl111) lHU \)fl'W tJ.:!lfltJ1fl'l.Nl'W Vtll·m!'Vil::: I'ill:: 'ii.:! l'W'W flWl'l\llJ'W l

, ,,.,.,f 0
hhJ {]U91
.. -1"" 6.74 2.22
mi.:i1'W '11'1'11'1.J 1rn:::ff1m7f:l'i.Jl

... gives specific, constructive, and actionable feedback

22.
1" .dtJ 'JI a I 1'J/ I
'11.:J 1'1.J'Vl 'Vll'Vl1m1fl\\fl'W ti.:iiw ti'lf1ti 'H'l'l1fll '11117vui11ri:::1n" fll7'1'1\lll'W 1
d IJ Ai Q.I"

'
'llV.:Jll91 !.'1:::1.Jflfl!.'1
6.45 2.05

... assign challenging tasks to accelerate his/her staff's learning,

and development

O gl I I I .d. Q.I 'JI .jJ 0 Ai o'

23. m 1'1-1uu1'ii11 fill ffi.J 'Vl'W 11u7:::m1.:i 'Vl'H1'H'Wlffti'W .:i l'Wll!.'I::: 1'11fl111l llru

.d_ Q.I I 'JI ~ 4

lflf.11flrn-lMl'Wllfl\)fl'lJtl.:J l 'Wfll"lfftiffll 2 '1'11.:J 'Vl\)fl'WV.:Jl.Jflll 9191V1J
. .d_ 'jJ .:S 11/

... ensures his/her feedback discussions are a two-way 6.72 2.09

dialogue

jJ I SJQ,Q d 1Q.11Q,
24. ffti'W.:Jl'U \\ fl'W V.:Jll91!.'I::: fl'U"1tl1Tifll7'Vlll9lfl911.:J fl'W '1 tJ'VillllWl'illflfl1llJ

6.45 2.15
ff1m rn1rn:::fl11l.J~11~'U1u fll l ~\lll'W 1'11 v.:i 'l.Jflfl ri w1 J

127
 ... coaches each of his/her staffs in the different ways

by considering their competence & development needs

Leadership Skills _ Mean S.D.

5.32 2.55

... provides rewards based on clearly defined

performance criteria

5.30 2.49

... provides rewards based equally on results and the

actions taken

5.53 2.46
... recognizes the preference for recognition and reward

of his/her direct reports

6.06 2.61

128
 ... gives credit as well as acknowledge contributions

and efforts of his/her direct reports publicly

... develops innovative ways to recognize and reward 5.54 2.53

his/her employees

6.36 2.56

... shares wins and successes with his/her team

' .. 0
'})'')-:J l'"ltll'Vl fJlfltll'Ulfl

5.84 2.37

.. .looks for ways to motivate his/her direct reports,

especially during difficult times

Leadership Skills Mean S.D.

6.61 2.10

.. .involves others in shaping plans and decisions that

affect them

129
 33 . llfffl.:I 1S1c:1• ..
'111'11'U111Jf1111J H11 Sl1 'Uf1l'n'l~::'Yll.:Jl'U
~ 'Ufl111Jff11J1Hl'lltl.:l~f1'Utl.:I d •

'lltl.:l'l'Of11'111
7.01 2.03

... conveys trust in his/her staffs' competence to perform

their job
-

SI ~ ,,SI SI ~ SI •d
34. ff'jl.:JILH1J'Uflli'I ~ '11~f1'Utl.:!'lltl.:1'111'11'Ullf1.:l'll'U

6.19 2.46
.. .inspires people to excel

35. tli'111im1~.:i 1~iJntl'v.:iu~n::fl'U 1flvtl1::1ii-u111wfo 1fl~~m11J

QI .:i: I QI t 4 , 1 I/ o Skt.::i
rilflt1J'l'lii'fl~tl'l'l1f11'111 Lrn::1'1111.:i"Ji'l'U'UL'l'ltl~.:I ~ '11'\lll.:ll'U flfl'l'l~fl
jl ,

... adapts his/her approach to motivate each individual

5.68 2.43
by assessing the most effective rewards and leveraging

them to get the best performance

SI !, , o d SI ~ o
36. ff'l'Hfffll'l'lU1fl tJJJ 'Uf11'n'll.:!l'U'Yl~f1'Utl.:l'lltl.:IU'IHJ::'Yll.:il'U flfl'l'l~fl
,,.,.d

... creates an environment that accommodates the best 6.06 2.54

performance

Leadership Skills
6.59 2.42
N= no of respondents= 281

Table 11 shows the leadership skills of the managers as assessed by the teachers. The lowest means

score in leadership skills is 5.30 in number 26. "The leaders provide rewards based equally on results

130
and the actions taken". The highest means score in leadership skills is 7.56 in number

11. "The leaders discuss with each of his/her staff what is needed to exceed work

expectations". The total sample mean is 6.59, SD 2.24 (once in awhile - usually practiced)

Table 12

Employee Engagement as assessed by teachers and leaders:

Employee Engagement Mean S.D.

1. -:i1u'llti-:i~u1tlft 1timiYhf~u 1~~ 't1n1l::1rn::rn111iY1m~tl lumnil-:i1u

I d ..
mrn1~11'1'1
7.75 2.03

My job makes me good use of my skills and abilities

2. ~u Mi'um~;U1H'l.rnnn~11~-:i rn111ti1fli,rf-:i lu-:i1'U'uti-:i~u1~u tiv1-:i~

6.99 2.09

I know what is expected of me at work and acting on it

d 4 -=I .. l ,, d
3. '1'11l'll'U 'IJ tN~'U 'Yll'llUlU'U '1'11l'll'l1l~fl'l.J~::ff '!fl~ 11ln'U 1.rn1rn~HfHHl'U 'l'1
.d ... • .q, "'

.
l.ltlflWl.l1J
7.28 2.14

My work group is committed and acts as one team to

doing quality work

131
4. ll'll Mi'11Ti1i111"Jw'°nm'U t1tl1·HrJ11 'f'l'l.Jt1~.:i'li101lf\l''U 1li'ml1 .:iffnfll"i

1lB1ffl.:i1'U
6.59 2.20

I regularly receive feedback that helps me improve my

performance

s. ~li'~ml 'llti.:ill''U Wm1l.J 1ri111~11m1''U1~'Ut1il1.:i~

~ ~

6.51 2.47

My supervisor really cares about me as a person

6. ll'llnitim'f'l'1'Unm~111~11'cl:::~l'llmrn.:i~t1.:iri'm

I have opportunities at work to grow and develop at this 6.81 2.40

company

7. ll''U'f'l'llJl'Hlti'.l'Ui'111l.Jl~tll.J fo.:i7:::1111.:i.:i1'U'Utl'lll'U nrn11Tttl.J11J'lltl<ltl<lrlfll

'l~titlwi~tll'U
6.82 2.08

The organization mission makes me know my job is

important

Employee Engagement Mean S.D.

s. ll''U11:::11'U:::1h11'hi'l'l'IJfNm 111~'Ut1.:iri'm~tl111m1'U~1m~'Ut1tl1.:i~ 7.04 2.21

I strongly recommend this company as a great place to

work

132
 jlQI QI I A , '1 QI 1.J ff
9. r;j'il~fll'i'U'fl~~'U'iHl'ffrn l!~'U 'i::ff1Jm1ll 11'i'il
cj

6.72 2.53

My manger heightens my desire to succeed

-
1o. ~ll~m'i 'U8~ ~'U ff~l'ff~ lJ hf ~'UTt'UV11JUl!11'11~~1mJim::~~'U 1'U fl1'ivi1~1'U

,;,~'l 6.80 2.29

My manager increases my willingness to try harder

11 . ~'U Mi'mm1ln81Jrn~tl11~'Ur~8fl1'i vi1~1'U~ihh::iY1'11imV1'll8~~'U

7.33 2.26
I ask for the materials and equipment I need to do my

work

12. ~8~ti'm ~'Unm~~~,'il~ 'il::vi1~-nm'U~t~IJlJIJ8~ 1'U'll f1'li'U

6.69 2.50
At work, I'm inspired to actually do my best work

every day

Engagement
6.95 2.29
N= No ofrespondents = 281

Table 12 shows the level of perception of employee engagement as assessed by the teachers and

leaders. The lowest means score for employee engagement is 6.51 in number 5. "My supervisor

really cares about me as a person". The highest means score for employee engagement is 7.75

133
 in number l. "My job makes me good use of my skills and abilities". The total sample mean is

6.95, SD 2.249 (once in a while - usually practiced)

Research Questi!>D 2:

What organization development interventions (ODI) can be designed and implement that

will enhance the leadership skills, employee engagement and performance effectiveness at

St. Louis School Chachoengsao?

The three workshops were conducted as described in Chapter 3, namely: Whole -Brain

Based Organization Development for Transformative Education; Responsible Gap for

Engagement; Team Building, Coaching, Dialogue and Project. These workshops were duly

evaluated by the participants. The following data shows their evaluation and reflections from the

workshops:

Reflections from the researcher observation during the three workshops are:

1. All or most of the teachers were very active in participation, good cooperation and

collaboration with the speakers and among themselves in listening and doing group works

with great excitement. This showed the good and positive sign of future school development

and a bright future for St. Louis School Chachoengsao. There was life and energy in all

teachers. It was a matter of time and they wanted the encouragements from the leaders.

2. The researcher noticed the sincerity and the energy from all the three speakers and the

assistants in trying to give everything to the teachers in the form of answering the questions,

going around to help the teachers during workshop sessions in order to guide and correct each

group when something go out of the way, this also created good relationship among teachers

134
 and the speakers. The speakers were being one with the teachers though different in

educational background, qualifications and status.

3. What is worth mentioning here, was the initiative of some teachers who never spoke out and

felt shy to speak in the past, they could and were not afraid to speak out or give ideas and

suggestions to the group.

4. The leadership functioning were obtained during the workshops, because the leaders

appointed in the group, functioned their roles in the group very well, while the leaders in the

school knew that they were not leaders in the group, they had to keep quiet and listened to

other members. During the workshops they learnt how to keep quiet not ordering as before.

And whatever the decision, all had to follow.

5. The sincerity among the teachers during sharing and giving comments of what were happening

or defects during the past years on departments performances, there were frank conversations.

All spoke freely and accept the mistakes suggested for improvements and corrections;

acceptance with thank fullness that never happened before, some teachers even proposed that

the school authorities should at least once a semester, conduct such session, so that all teachers

had the opportunities to speak out with department members whenever they wanted other

departments to correct and improve.

From the evaluation of the 3 seminars, namely; Whole-Brain Based Organization

Development for Transformative Education, Responsible Gap for Engagement and Team building,

there were 215 teachers who returned the satisfaction questionnaire evaluation forms,

(Appendix 7) from the total 267 teachers who attended the three seminars, or 81 % shown in the

table below: Table 13.

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Table 13

Details on topics preference for feture seminar

- Topic Topic
Total Number of Topic
Level of teachers
teachers forms returned 1 2 3

Kindergarten 55 55 18 11 26

Primary 1-3 37 26 9 6 11

Primary 4-6 35 15 6 4 5

Secondary 1-3 41 36 14 7 15

Secondary 4-6 56 48 13 15 20

Total 267 215 75 50

Percentage 100 81% 35 23 42

From these results of the teachers' opinion on choosing the topics preference about 42% or

99 teachers are choosing team-building although another 35% or 75 teachers and the personnel

wanted to improve Whole-Brain Based Organization Development for Transformative Education

and another 23% or 50 teachers wanted to improve on Responsible Gap for engagement. It means

that most of the teachers want the director and the school administrators to improve team-building

in the school because if teachers and the personnel could work together as a team, many

misunderstandings and short-comings in work performance and lack of communication within

and without the school could be avoided. As Beer, M. (2009), stated that for the High Performance

136
Organization, the organization should integrate standards of excellence into their governance,

management and program. The personnel should also anticipate change consistent with vision,

mission and objectives. As some teachers expressed in the interviews that they have no chances to

view their ideas a!Jd opinions during the meetings. Other people in other departments did not

know what other departments were doing. When problems arise, they had no one to talk to. So, if

the director and the department heads slowly plan for development training, starting with team-

building topic workshop, then WBL workshop and Responsible Gap for engagement, St. Louis

School Chachoengsao would be the High Performing Organization.

It was found that:

1. All kindergarten teachers returned all the evaluation forms (55 teachers); teachers from

other sections returned 160, total 215 teachers who returned the forms. So, topics on

Teambuilding were 90 teachers, or 42% chosen.

2. When asked about the knowledge before and after the seminars, the knowledge before the

seminar was at level 3 or fairly good and the knowledge after the seminar was at level 4,

or good or 100%.

3. When asked about using the knowledge received for the present job. Most of the teachers

and the supporting teachers were using the knowledge received from the seminars for the

present job and were very certain in using them at level 4 or at good level.

4. Many teachers expressed that they could transfer the knowledge received to the

present works to the subordinates with more confidence and very certain when using the

knowledge for the jobs.

137
5. When inquired about the use of the knowledge received after the seminars during the past

three months, some of them expressed the following:

- I am l!lOre sure when working with my subordinates and parents. I know how to plan

my work

- I could work with my co-workers better, my teaching performance was increased.

- I adapted myself to my present work better and I could pass on to others too.

- Many teachers expressed that they can work as a team better than before.

- Some leaders expressed that they listened to the subordinates' opinion during the

meeting more and more.

- I understand my potential and my roles better.

- I knew the technigues to solve problems.

- I knew how to develop my department in a better way.

- New ideas were accepted.

- Most of them wanted to develop the school.

6. When asked whether they wanted to have more of such seminars, all of them answered ~;

and what topics, they wanted. The opinion were shared among 215 teachers who sent the

evaluation form; the three topics were chosen as shown in table 11. Topic on Whole-Brain

based organization development for Transformative Education were 75 teachers or 35%;

138
 topic on Responsible Gap for Engagement were 50 teachers or 23%; and topic on Team

Building were 90 teachers or 42%.

The resear_cher, as St. Louis School Chachoengsao director, could observe and notice that

after the seminars on those three topics, St. Louis School Chachoengsao teachers were alert in

performing their jobs, they worked as a team, they shared their ideas and experiences during the

departments and the school meetings. They were responsible to their jobs, they took more care of

the students under their class levels of teaching.

They also changed their mindset about the school, they felt that they belonged to the school,

they were the owner of the school. They were responsible to the wastage of school electricity and

water. Those who were responsible for communication were working in team and tried to

communicate in-out of the school to teachers, parents and the public better than before.

The training for teachers and the personnel must progress through the future to improve

the performance of St. Louis School Chachoengsao into becoming a high performing organization.

Research Question 3:

What are the initial effects of the organization development interventions (ODI) on the levels

of leadership skills, empployee engagement, and performance effectiveness at St Louis

School Chachoengsao?

Part 1. Quantitative Data from Survey Questionnaire

3.1. Initial effect on leadership skills and styles

The results of the t-tests reveal that the ODI interventions had a significant effect on

leadership styles and leadership skills as indicated by the values obtained .012 for Leadership

139
Styles and .004 for Leadership Skills. These values were derived from both the ratings of the

Teachers and the school leaders themselves.

Table 14

The effect of interventions on leadership styles and leadership skills as rated by the leaders and

teachers

Pre-Test P-ust-Test

x S.D. x S.D. t-test

Leadership Styles 7.14 1.60 6.81 1.74 Significant

.012

Leadership Skills 6.77 1.64 7.22 1.73 Highly Significant

.004

Significant at t-test value is_< 0. 05

3.2 Initial effect on engagement

Table 15

The effect of the intervention on teacher engagement as rated by the leaders and teachers

Pre-Test Post-Test

x S.D. x S.D. T-test

Engagement 6.95 1.78 7.49 1.58 .003 Significant

The t-test value of .003 reveals that the interventions conducted had an overall significant effect

on the level of engagement.

140
Employee Engagement Pre-Test Post-Test

x S.D. x S.D. t-test

1. My job makes me good use of my Not

7.75 2.03 7.76 1.80 .661
skills and abilities. significant

2. I know what is expected of my

work and acting on it.

6.99 2.09 7.44 1.88 .041 Significant

3. My work group is committed a

Not
acts as one team to doing
7.28 2.14 7.54 1.91 .264 significant
quality work.
4. I regularly receive feedback that

helps me improve my performance.

6.59 2.20 7.30 1.94 .002 Significant

5. My supervisor really cares about me

as a person.
6.51 2.47 7.24 2.02 .002 Significant

6. I have opportunities at work to

grow and develop at this company.

6.81 2.40 7.39 1.89 .008 Significant

7. The organization mission makes

me know my job is important.

6.82 2.08 7.44 1.90 .001 Significant

8. I strongly recommend this company

7.04 2.21 7.64 1.84 .002 Significant
as a great place to work.

141
9. My manager heightens my desire to

succeed.
6.72 2.53 7.39 1.98 .004 Significant

10.My manager increases

6.80 2.29 7.47 1.83 .001 Significant

willingness to try harder.
-

11. I ask for the materials

Not
and equipment I need to do my 7.33 2.26 7.71 1.74 .076
significant
work.
12. At work, I am inspired to actually

my best work every day. 6.69 2.50 7.50 1.87 .000 Significant

The pre and post mean values had the highest means on item 1: "My job makes

good use of my skills and abilities". The T-test reveals no significant effect.

The pre and post mean values had the lowest scores on item number 5: "My supervisor

reallycares about me as a person". The t-test value reveals a significant effect after ODI.

142
3.3 Initial effect on performance

Table 16

Comparison of teachers performance year 2013, 2014 (according to subjects taught and school administrators)

Ranking Performance levels

Academic year: 2013 Academic year: 2014

Subjects taught 1 1.5 2 1 1.5 2

1. School leaders - 4 9 1 3 9

2. Kindergarten teachers 35 5 9 43 6 8

3. Mathematics subjects 16 1 3 10 3 3

4. Science Subjects 14 3 2 14 4 3

5. Thai subject 9 3 4 11 2 1

6. English/ Chinese subjects 14 3 2 13 1 2

7. Heath Physical subject 9 1 1 9 1 -

8. Technology subjects 12 - 3 7 1 5

9. Social Science subjects 9 2 2 14 1 2

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 10. Arts and Music subjects 13 - 1 11 2 -

11. Supporting teachers 46 4 5 25 7 7

Sub -Total

Total 244 229

Note: In academic year 2013 many teachers left the school, so in academic year 2014 many new teachers come in, so the members of

the teachers to be evaluated are less than the former year.

144
 When the researcher looked at the results of the performance comparison academic year

2013 and 2014, it was found that the performance of the teachers were not different between the

two years. But what was obvious was that only the teachers who taught Thai subjects had

performances that decreased from 4 to 1 obtaining only the teachers ranking of 2. And when looking

at teachers ranking 1.5, supporting teachers ranked 1 increased from 4 to 7 and teachers teaching

Mathematics subjects increased from 1 to 3. Teachers who taught English subjects and Chinese

subjects decreased from 3 to 1.

When considering the entire performance of the teachers in academic field, the researcher

found that the performance standard of students were better in many ways; such as:

1. The results of students in Higher Secondary level of academic year 2014 showed that

more graduates could join medical faculty more than academic year 2013, that is from 1 to 4; and

it was also found that the students, this academic year could continue their in Science from 24 last

year to 33; Architectures from 7 to 8 and in Business Administration from 35 to 39.

2. The results of 0-Net of all levels are higher than the National standard and the Local

standard.

3. FSG examination results were still behind other BSG schools as in the past.

4. The entrance examination in Year 2014 in the popular and demanded faculties are still

less in numbers.

5. PTA federation awards competitions year 2014, St. Louis School Chachoengsao got none,

compared to year 2013, St. Louis School Chachoengsao got 1 award out of 14.

6. Teachers performance evaluation each academic year was not really reliable due to

teachers were in and out each year. So, the numbers are changing in each subject levels.

145
 Research Hypothesis:

Based on the quantitative data analysis, the following conclusions for the hypothesis are

presented:

• Ho1 is rejected, there is a significant difference between Pre and post ODI on

leadership skills (Table 14).

• Ho2 is rejected, there is a significant difference between Pre and post ODI on

engagement (Table 15).

• Ho3 is fail to reject, there is no significant difference between Pre and Post ODI on

performance effectiveness (secondary data; Table 16).

1. Part 2: Qualitative Data: Interview results using AI -Based Questionnaire:

The researcher also conducted interviews to parents, alumni, and teachers on leadership,

personnel engagement, team-building and the performance of the school during the past years. The

researcher gave the guideline and the introduction to the interviewers before sending them out to

interview. (Appendix 9)

Since the researcher is the school administrator and the school director and to reduce the

stress and pressure for those being interviewed, a group of senior teachers were appointed, 7

teachers interviewed 49 teachers at random (49 teachers out of 248 teachers or 20%) and 1 teacher

interviewed 10 alumni chosen at random. The interview for both groups were organized between

June 8-12, 2015. Before the interview, the interviewers were explained how to go about by the

researcher.

The interview guide stated that St Louis Chachoengsao is one of the excellent school in our

area. The staff, teachers and leaders are working for one of the high performing schools and they

146
want to continuously improve themselves and the school systems to deliver excellent education.

Their collaboration and cooperation is essential to attain this today and sustain it through the next

years.

The interviewers gathered data by listening to the success stories based on the inteviewees'

experiences of St. Louis School Chachoengsao in the past and how these were carried over today

as the school moves forward. The teachers, staff, leaders, parents and alumni are a part of St. Louis

School Chachoengsao success and their contributions are valuable.

The following data set is a list of the interviews as categorized into themes. The data from

the interviews are then seen below:

What they valued most of St. Louis School Chachoengsao (best experiences)?

Teachers

N = 49 M = 8 F = 41; years of experiences at St. Louis School Chachoengsao 5-25 years

Key Point of Interview Questions Result

What was happening that you consider it 1. Teachers are research-oriented. (3)

a high performing school? 2. Expert teachers in teaching. (7)

3. Leading in IT. (9)

4. Students have good discipline. (8)

5. Excellent graduates. (12)

6. Excellent results in academic competition results in

and out of the country. (10)

7. Environment reservation school. (5)

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 8. Preferred school by parents. (8)

What do you value most about the Among 49 teachers who are interviewed, they rank

following in St. Louis School leadership as the most important factors for St. Louis

Chachoengsao? School Chachoengsao in becoming the high

performing school, with 32 % or 16 teachers.

The second important is 27 % or 13 teachers,

the academic standard.

The third important is 23 % or 11 teachers,

the teamwork.

The fourth important is 12 % or 5 teachers,

the teachers and staff contribution.

1. Teacher and staff engagement in work 1. Sacrifice their own interest and work for

common interest. (10)

2. Do by all means to arrive the set goals. (7)

3. Creativity in performing the work. (4)

2. Teachers and staff performance 1. Well-worth and expert in.whatever they do. (8)

148
 2. Responsible in what ones did. ( 4)

3. Dedicate times for students and school. (12)

Key Point of Interview Question Result

3.Team work 1. Never stick to one's own ideas. (7)

2. Sacrifice the personnel interest, seek only the

common interest. (5)

3. Work for the school, not for one's own group. (3)

4. The school should organize activities that will create

unity and bring the personnel together more often.

(3)

4. Teachers and staff contribution

1. Teachers are excellent in academic knowledge,

especially the subjects they teach. (5)

2. Share ideas among teachers. (5)

3. Working in team. (3)

4. Faithful to duties. (2)

1. Listen to each other during meeting. (2)

5. Team performance in the school

2. Accept and do as decided by the team. (3)

3. Faithful in doing the job. (3)

149
6. Contribution to the community 1. The school personnel cooperate well with the

community activities yearly, and to the

government offices when they ask for help.

-
2. The school always communicates when there are

important events to the public or when the

public need helps. (3)

7. Personnel performance in the school 1. The school personnel cooperate well with the

community activities yearly, and to the

government offices when they ask for help.

2. The school always communicates when there are

important events to the public or when the public

need helps. (3)

3. The personnel are in unity spirit, and always help

and support each other's at all time in

various charitable occasions. (8)

Alumni

Key Point of Interview Question Result

When you were at St. Louis School 1. English language. (3)

Chachoengsao, what were you most

2. High academic performance. (4)
satisfied with?
3. Good school image. (3)

150
 4. Good discipline. (4)

5. Good friends. (3)

- 6. Teachers take care students well. (2)

7. Responsible administrators. (4)

8. Popular and well known school. (1)

9. Dedicate teachers. (4)

You are now very successful in your career, 1. I was formed to be a responsible people. (2)

what did you learn in the school that made

2. Love to read. (1)
you successful?
3. Work hard. (4)

4. Never give up. (2)

Parents

Key Point of Interview Question Result

Reasons for sending your child to St. Louis 1. The school is taking good care of my child. (8)

School Chachoengsao.
2. Clean and orderly school. (3)

3. Good standard of education. (4)

4. Teachers attentive to the needs of the children. (3)

151
 5. St. Louis School Chachoengsao is popular and

famous in the society. (1)

Your child is develop in what areas after 1. English language. (4)

studying at St. Louis School

2. Enhance in morals and ethics. (4)
Chachoengsao?
3. Academic development. (3)

4. Responsible child. (2)

What satisfactions did you received from 1. Good taking care from St. Louis School

St. Louis School Chachoengsao? Chachoengsao. (6)

2. Academic areas. (4)

3. Safety school. (3)

4. Good environment and good parents and alumni

society. (1)

Comments from Teachers

L. "The school leaders provide all material for me in teaching, especially let me borrow money to

buy computer as teaching aids, and also giving lessons in using them."

2. "The school leaders give the opportunities for co-administrators and I myself to use the initiative

to functions, and give the feedback later on."

3. "The school of Brothers of Saint Gabriel Foundation evaluate the school every year, the school

administrators should make use of the suggestions given from them to improve the school."

152
4. "I appreciate the birthday celebration program organize for me and all teachers at the end of eac~

month with a small gift and birthday card."

What was your co'!_tribution?

Teachers

Key Point of Interview Questions Results

What was your contribution that made 1. I concentrate most of my time for excellent teaching.

St. Louis School Chachoengsao a high (2)

performing school?
2. I try to promote and help other teachers to be

responsible in teaching. (12)

3. I always support and encourage my friends in doing

his teaching work. (5)

4. I always follow up students who are out of the way.

(3)

5. I always set my goals in doing my job. (6)

6. I do the school works before my personal work. (3)

7. I always join the school activities. (8)

8. I always cooperate with my leaders to fulfil the job.

(6)

What was the contribution of the 1. My leaders always give me advices when I need. (4)

leadership that made St. Louis School

153
 Chachoengsao a high performing 2. My leaders allow me to give opinions during

school? department meeting. (5)

3. My leaders sometimes bring us for enjoyment on

birthday. (4)

4. My leaders very often invite us to go for higher

training outside the school. (6)

5. The leaders of my department are just and treat us

equally, no partiality in dealing with us. (4)

Parents

Key Point of Interview Questions Results

How do you help the school for 1. Organize some activities for school and child

development? development. (7)

2. Being parents-teachers aid in teaching. (6)

3. Helping academic development. (3)

4. Cash donation. (3)

How do you join other parents for the 1. Organize some activities during yearly events,

school activities and development? such as, children day, rally and bowling. (7)

2. Helping during academic day. (3)

154
 3. Parents and School relationship day. (3)

4. Visit the old-aged home and the underprivileged

people. (2)

What do they want more or?

Teachers

Key Point of Interview Questions Results

What do you want to have more or? 1. Personnel development in the field of work to create

expertise in the jobs. (14)

2. Love each others and unity among personnel. (11)

3. The personnel perform the functions prescribed in the job

description. (8)

4. Create the spirit of school belonging in the personnel. (5)

What three wishes would you make for

St. Louis School Chachoengsao so that

it may become a more high performing

school on leadership?

1. Be good leaders by examples. (11)

1. Leadership
2. Give good advices, always listen to subordinates and

words of encouragement. (8)

3. Being fair and transparence in performing duties. (5)

4. I want clear school policy. (7)

155
 5. Moral support from my leaders. (9)

6. I want my leaders to know their job well and know the

leaders roles. (8)

7. I want my leaders' suggestions to perform my jobs.(5)

8. I want my leaders to work as a team. (4)

9. I want my leaders be a role model. (3)

2. Academic standard 1. I want the school to be excellent in academic

performance and to be accepted by the public. (8)

2. I want my school to be recognized by the public as number

1 in the locality. (5)

3. I want to see the students to further study in the popular

universities. (5)

3. Team work l. The teachers and workers are working as a team and

working in the same direction. (4)

2. The personnel should realize that by working as a team

will lead to successful performance. (4)

156
Alumni

Key Point of Interview Questions Results

After finishing from St. Louis School 1. Organize activities for Alumni. (5)

Chachoengsao, what activities you do

2. I am the member of Alumni Association.(4)
for the school?
3. Donate cash for school development. (3)

4. Donate money for scholarship. (4)

5. Teach the students. (1)

6. Coordinate with the old boys to work for school. (1)

What suggestions you would like to give 1. Academic development. (4)

to the school administrators?

2. Train students to have good discipline in life. (1)

3. Invite alumni s to come back to the school more and

more. (1)

4. Invite good and efficient teachers to come and

teach students, especially alumni. (1)

5. Concentrate English subject especially m

conversation. (2)

6. Exchange students program. (1)

7. Teach students to have creative thinking ability and

speak in public. (3)

157
 8. Train teachers to be dedicated more to the school. (4)

9. Teachers work together as team work. (3)

10. Good communication to public. (2)

-
1. Sports activities. (2)
What activities you join with your

old friends to do for the school? 2. Get scholarship for present students. (5)

3. Organize Home Corning Day. (4)

4. Donate money for school development. (2)

Parents

Key Point of Interview Questions Results

What areas do you want the school to 1. Academic area. (6)

improve?
2. English language. (5)

3. Reading skill ability. (4)

4. Discipline. (3)

5. Creative thinking skill. (3)

6. Information and technology skill. (3)

N = 10; Parents are 5-8 years in the school; Father= 2; Mother= 8

158
Comments from the Alumni

1. "Many St. Louis School Chachoengsao alumni are dedicated and expert in various academic

subjects. If the school invites some of them to teach students, the students will profit from

them."

2. "The school should have the success plan for the school administrators. Because I notice

that head of the different departments are the same persons. The school administrators from

time to time should delegate someone to do the administration works or send some

trustworthy teachers for training so that he or she may be the school administrators in the

future."

Comments from parents

1. "I am ready and willing to assist teachers in teaching but no one invites me."

2. "There are many resource people among parents, but the school never invites them to share

their expertise to teach students."

3. "During my past years, I ever have contact with many teachers. They know and are experts

in many fields of knowledge. If they join or work together as a team or integration-based-

teaching, the students will profit from them."

Comments from teachers

1. "I want and very willing to work for the school and students but very often I don't know

what to do. I need guidance from my head departments."

2. "I am really want to cooperate with from my friends and my subject heads, I want to teach

as a team, not alone, like integration among subjects."

159
3. "I notice that the school is very lucky with many successful alumni, but the students and

teachers at present rarely know them, the school administrators should communicate their

success to teachers and students, with various media, such as, boards and school magazines

and invite thel]l to talk to teachers and students occasionally."

4. "I feel that St. Louis School Chachoengsao parents have various occupations, the school

should make use of them by asking them to share experiences about their jobs with me and

the students."

5. "The school of Brothers of Saint Gabriel Foundation evaluates the school every year, the school

administrators should make use of the suggestions given by them to improve the school."

6. "Before joining the school, I feel that I may do many things for St. Louis School

Chachoengsao students especially for various activities like other schools, such as, singing

choirs, body massage, Thai music but I have no one to support me."

7. "I want someone to congratulate me when students are successful after competitions."

8. "I appreciate the birthday celebration program organized for me and all teachers at the end

of each month with a small gift and birthday card."

9. "I want to give my knowledge to my students at full, but I can't do due to lack of expertise in

the subjects."

160
What do you want less or?

Teachers

Key Point of Interview Questions Results

-

What do you want to have less or? 1. Reduce mistakes in doing the work, especially in

paperworks. (10)

2. Second standard treatments to the students and the

personnel. (8)

3. Reduce wastage in using electric current and water

supply by training students and the personnel how to

save water and electricity. (6)

4. Students and teachers avoid to eat useless food and

have more exercises daily. (5)

Parents

Key Point of Interview Questions Results

What you don't want at St. Louis School 1. Too much activities for students. (5)

Chachoengsao?
2. Some subjects are too details and useless for students.

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Part 3. Discussion of Results and Findings related to Path Goal Theory of Leadership and

High Performing Organization.

Path Goal Theory:

. . fxL ,. _', · . :/ ./,,,,.;, .«:,

Patli-Goal Theory: How It Works 1 '"""
LEADER GROUP TASK
BEHAVIOR MEMBERS CHARACTERISTICS

DIRECTIVE Dogmatic Ambiguous

Provides guidance and Authoritarian Unclear rules
psydlologlca/ structure Complex

SUPPORTIVE Unsatisfied Repetitive

Provides nurturance Need affiliation Unchallenging
Need human touch Mundane & mechanical

PARTICIPATIYE Autonomous Ambiguous

Provides involvement Need for control Undear
Need for clarity Unstructured

ACHIEVEMENT ORIENTED H91 expectations Ambiguous

Provides challenges Need to excel Challenging
Complex

;~»~---" - 4''
t-

Figure 8. Path-Goal Theory: How It works

Figure 8 shows how leadership behaviors are related to subordinate and task characteristics in path-

goal theory. The directive style of leadership is best in situations in which the subordinates are

dogmatic and authoritarian, the task demands are ambiguous, the rules and regulations are unclear,

and the task is complex (House & Mitchell, 1974, p.90).

162
 The supportive style of leadership is best in repetitive and unchanging task. The

supporting style provides what is missing by nurturing subordinates. The leaders offer a sense of

human touch.

The participative style of leadership is best when a task is ambiguous, the leaders help

the subordinates learn what leads to what, it is used when the subordinate characteristics that

responds favorably to being involved in decision making, need for control and for clarity; when the

task characteristics were unclear and unstructured.

The achievement oriented style of leadership is best used when the subordinates are

required to perform ambiguous tasks, there is a high expectations and high standards for the

subordinates. The leaders of this style raise subordinates' confidence that they have the ability to

reach their goals. It is used when the task is complex and challenging.

The subordinate characteristics determine how a leader's behaviour is interpreted by

subordinates in a given work context. Task characteristics include the design of the subordinates'

task, the formal authority system of the organization, and the primary work group of subordinates.

In some situations, the task characteristics may call for leadership involvement and support to

maintain subordinates' motivation, and making the rules and work requirements clear or to assist

in building cohesiveness and role responsibilities. An effective leader has to attend to the needs of

subordinates. The leader should help subordinates to define their goals and the paths they want to

take in reaching those goals. When obstacles arise, the leader needs to help subordinates confront

them, it may mean removing the obstacle. The leader's job is to help subordinates to reach their

goals by directing, guiding and coaching them along the way (Peter G. Northhouse, 2010).

163
 The respondents consider the importance of the leader in the growth, development and

sustainability of the school. The expectation of the respondents (alumni, parents, teachers)

confirms the assumption of the Path Goal Theory that people (leaders) are flexible in that

they can change t!ieir behavior or style, depending upon the situation. This coincides

with the research that while nature (genes) may be our internal guide, nurture (experience)

is our explorer that has the final say in what we do (Ridley, 2003). Path -Goal Theory

states that based on the leaders' behavior - employee motivation to excel at their goal or

task is increased when the leader adjusts his style of behavior to employee and

task characteristics.

On Leadership:

Another expectation from the alumni and parents during the interview was "the school

should have the succession plan for the school administrators". And this is also one of the policies

to be implemented in all schools of Saint Gabriel's Foundation, Thailand, No.11 that says:

"Succession plan must be prepared for our collaborators and all key-persons." (Appendix 12)

The researcher too found that St. Louis School Chachoengsao leaders; head subjects, class-

level heads, department heads were in positions for many years, though they should be changed

every two years according to the school regulation. But there was no one to replace them due to the

lack of succession plan that would prepare people to be administrators. The present school

administrators had no training or what so ever before, except 2-3 days seminars in various jobs

training, that the Education Commission of Saint Gabriel's Foundation, Thailand conducted for

them.

164
 So, for St. Louis School Chachoengsao's improvement in school management and

development, it is necessary for the school administrators to plan and train people to be ready to

take up the administration roles in the future, so that St. Louis School Chachoengsao would be the

High Performance Organization.

Some of the teachers shared during the interview that they wanted the leaders to listen to

their ideas and suggestions during the meetings and as it is not always easy to decide on some

matters discussed.

Some of the parents appreciated the leaders who always took care of their children,

especially when the children were not coming to school, they were concerned about them, and

visited them. Some alumni expressed that the teachers visited them when they were sick or when

other alumni passed away.

Some teachers shared that the leaders were caring for them, gave them advices when they

asked for and involved in the activities entrusted to them. Some of the leaders also took time to give

advice to students to reduce wastage in using water and electricity and very often they went around

the school to switch off the light when not use. These showed the responsibility of the school leaders

for the school.

Many leaders also, the researcher noticed that after the delegation of the work to the

subordinates, they supported and followed up till the end, such as on budgets and evaluation process

about the work. But there were also some leaders who did not supported their subordinates, and did

not clarify points for delivery of the delegated work.

165
The High Performing Organizations:

• High performing organizations achieve outstanding results by making each

person a contributing partner in the business. The goal of high performance is

"outstanding results," as defined by a variety of performance measures. Employees as

contributing partners are means to this end and not the end in and of itself.

(Beer, M, , 2009)

Five Qualities of high performing organizations as:

1. Commitment to Excellence

Integrate standards of excellence into their governance, management and

program

- Organization's sys(ems and groce4ures must be designed to foster excellence

and promote accountability. (Beer, M,, 2009)

From the results of the interviews of teachers, parents and alumni related to

commitments to excellence that they experienced at St. Louis School Chachoengsao, the

researcher could conclude what they needs more were:

Students have good discipline. (8)

- Teachers are research-oriented. (3)

- Expert teachers in teaching. (7)

- Leading in IT. (9)

- Excellent graduates. (12)

- Excellent results in academic competition results in and out of the country. (10)

166
And they also expressed that:

From teachers:

- " I want the school management to provide all the necessary materials for me and my

friends in teaching so that we may teach better and the students would not feel boring during

classes, especially ICT and electronic media."

- "Many senior teachers expressed that during former times, St. Louis School

Chachoengsao students were better disciplined. Many young teachers at present didn't care

much or didn't understand the value of good discipline that allow students to learn better."

"From academic head departments: From my classroom observations I noticed that

St. Louis School Chachoengsao students never or rarely asked teachers and participated

during classes. So, teachers used a lecture-centered method of teaching; No creative thinking

for students, no collaborative learning at St. Louis School Chachoengsao. I expected all my

teachers and all my St. Louis School Chachoengsao students to develop thinking during

classes and my teachers to have collaborative learning process. I also want my school

director and my academic head to organize seminars for teachers on in-depth classroom

observation, so that the academic standards of St. Louis School Chachoengsao would be

excellent as in the past."

From parents:

- "I have the meeting with my friends many of them wanted the school, especially

teachers to organize classes outside of the classrooms once in a while, then take some

government learning centers related to the lessons they learn."

- Parents from Universities suggested the school that, "St. Louis School Chachoengsao

teachers who were considered as the educational leaders in the society. They should have or

167
value research on education and teaching more than now. There should be some new

techniques and discoveries that showed outsiders that these were from St. Louis School

Chachoengsao teachers, and by these works St. Louis School Chachoengsao teachers would

be recognized by the public as excellent teachers and this excellent teachers were also

expected by some teachers during the interviews."

From Alumni:

- "Many alumni now hold many high positions in the country, both in the government

sectors, the company and their own business due to the system of St. Louis School

Chachoengsao education during those time, the students learnt by experimentations and the

real situations; (Appendix 10) they received knowledge from experts from the universities

and foreign Brothers who always spoke English with them, and they were using English in

nearly all text books. So, English language was not difficult for the St. Louis School

Chachoengsao students those days, they could read, write, understand and speak English.

Thus they become excellent graduates and successful in their careers whether both in the

private and public sector."

- Some alumni also expressed during the interview that, "while they were at St. Louis

School Chachoengsao 25 years to 30 years ago as students , games, sports, soccer, basketball

and competitions with other schools were praised by the public, now St. Louis School

Chachoengsao students were interested only in academic lessons and special classes on

holidays. They had no taste or no conscious of daily exercise to have good health."

The researcher together with parents, teachers, the alumni and the public also

believed that, the education results with the excellent performance and the high education

168
 standards were required by all, in-out of the countries, everywhere. Now the world class-

school standard was the interest topic for the Thai education system.

St. Louis School Chachoengsao administrators were no exception and are

accountable for that excellent education standard. So the school administrators, teachers,

parents and the alumni prepared St. Louis School Chachoengsao by joining to be part of the

evaluaition of schools as "World Class education standard school'', by the Thai Ministry of

Education held on August 10-11, 2015. The results will prove that St. Louis School

Chachoengsao community members were all accountable for this excellent world class

standard. If St. Louis School Chachoengsao passed the required standards which includes

good leadership, leading in IT, expert teachers , etc. , St. Louis School Chachoengsao would

be considered as a high performing organization, ensure a good reputation of the school to

the parents, alumni and the public as in the past. After the evaluation, the result was good,

the scores were 104. (Scores 48-80 =fair, scores 81-113 =good and scores 114-144 =very

good) So, the outstanding results from the world class school evaluation would prove that

St. Louis School Chachoengsao is a High Performance Organization.

2. Clearly stated purpose and desired results

Have well- defined missions that convey the reason for the organization's

existence and inspire others to join the cause

They understand the connection between their individual roles and the

organization's vision, mission, values, and desired results. (Beer, M,, 2009)

The teachers, parents and alumni after coming in contact with St. Louis School

Chachoengsao, all understood the Founder, Saint Louis Marie de Montfort charism, vision and

mission that he formed the group of people to continue his mission very well through books,

169
1,D.agazines, talks, and other means during the past 114 years, since the time the Brothers came to

work in Thailand (20 October 1901).

St. Louis.School Chachoengsao was founded 68 years with the education mission in this

part of the country on June 4, 1948 and with nearly 20,000 alumni to date. They were told and

informed about the mission and vision of the Founder through the school directors, teachers on the

motto: "Labor Omnia Vincit" "Labor Conquers All Things'', the love for hard work, and St. Louis

School Chachoengsao is a Catholic school, all teachers and students were also taught the Love of

God and devotion to Mary, the Mother of God. They were taught values, especially, "Love one

another". So, the role model was necessary and important characteristic for all school leaders and

teachers, hard work transparency, peace, justice, love for the poor and many other values were

taught to teachers and passed on to students in all sections and to the public daily. Furthermore

teachers, parents and alumni desired and expressed the needs for all these values in the school.

Because all these values that exist in the school for so long, helped them to be successful in their

career and in their daily living, uplifting their daily life and that was another reason why people

send their children to St. Louis School Chachoengsao. The school administrators should promote

and the teachers should cherish all those values and live them daily.

From teachers:

- "I try to promote and help other teachers to be responsible to the duties, especially in

teaching and giving moral lessons to students. Our main work is to train the students to be

good citizens and live a happy life".

170
 - "I am trying to create unity among my subordinates by organizing activities or bringing

them for parties on birthdays, so that we can meet each other, and share the problems with

each other".

- "Many times, though I have to take care of my family, I have to sacrifice in order to

come and work for my school on holidays, or to go and visit my students when they were

absent for 2-3 days".

- "The lesson of the lost sheep is very striking for me, because I am a Catholic teacher,

working in a Catholic school."

- "Every year I and some students go for social work with teachers and students of other

schools and stay with people in up country and stayed with them for one week to learn their

life. This social activities, as far as I know, is one of the activities that we have been doing

for many years among schools of the Brother of Saint Gabriel, Thailand to continue the

charism and work of Montfort the Founder of the Saint Gabriel Foundation, Love of the

Poor and the Neglected".

From Parents:

- "I send my child to St. Louis School Chachoengsao because St. Louis School

Chachoengsao is a Catholic school, though I am not a Catholic. We parents finished from

Catholic schools many years ago; and were taught values by the former teachers and were

used now in my daily life."

- "I appreciate teachers who cared for my child. When my child was absent, they

inquired about him. Special lessons were given to my child freely in the subjects that my

child did not understand".

171
 - "The department head organized programs and activities on holidays to develop my

child. Other parents too came to be guest speakers for my children welfare or when going

for outing and education field trips".

- "Sometimes, when my child came back from the school, he shared with me what the

teachers taught him on moral and ethics lesson. I appreciated that".

- "I was very happy when my child asked me to go for social work in the North-East of

Thailand to help the poor. My child was very happy after coming back. His character and

behavior were transformed. He loved to give money and old clothes to the poor. He talked

and treated the servants more nicely in conversation, etc."

From Alumni:

- "I appreciate the school by being concerned for moral lessons and moral cares for

teachers and students by inviting monks to the school on important days and monthly

meetings for students by Bro. Director".

- "I am a Catholic alumni; I heard from some priests that the school was inviting the

priests to say Mass on the First Friday every month in the school like in the past years when

I was a student at St. Louis School Chachoengsao".

- "I appreciated the past experiences when I was a student at St. Louis School

Chachoengsao. Every summer holiday I would join teachers and Brothers to up country to

help the villagers to construct the toilets, the halls, donated the old clothes and sweet to

children. These activities taught me to love my workers and people who were poor. I

understood their life more, and I passed on these experiences to my children and my family;

"Love the poor, and we will be happy; is what the Brothers taught me".

172
 Based on the interviews, teachers, parents and alumni mentioned that St Louis School

Chachoengsao has clearly defined purpose and desired: teachers expressed that they always

wanted the school to be excellent school in academic performance. Whenever the student went out

for academic competitions, they wanted St. Louis School Chachoengsao students to be number 1;

they wanted St. Louis School Chachoengsao students to receive gold medals in this competition.

Every year, there are teachers' performance rewards competition among teachers who

belong to the Saint Gabriel's Foundation Schools. All St. Louis School Chachoengsao teachers

would receive awards from the Federation of Parents and Teachers Association according to the

criteria. (Appendix 11) Many St. Louis School Chachoengsao teacher also recived these awards.

The teachers also want St. Louis School Chachoengsao to be successful and to be at the

level of world class school and they also want St. Louis School Chachoengsao to be ranked as

Finland and Singapore in academic performance. They are trying to continue their educational

degree to Masteral degree as Finish teachers, the science teachers are trying to perform practical

experiments in every science classes and reduce each class to 16. They also expressed that the

school leaders should have vision of leader, all teachers should be ICT literacy and children must

have creative thinking and collaborative learning as the education system in Singapore.

In the same way for parents and alumni, they desired that the teachers, especially guidance

and counselling teachers to promote the students to go for vocational school after finishing lower

secondary section, because the development of the country was mainly based on the advance in

vocational development of the country. In all schools in Thailand, most students prefer to continue

studies in the academic professional area rather than on the vocational careers.

Alumni and parents too expressed that they desired that students to attend the special

classes for the gifted or the English Program Syllabus because those who finished these courses

173
'
'
r

showed better academic results. However due to the high cost these programs, they could not

afford to send their children. They also wanted the teachers to use educational media and

technology in teaching, and at the same time, they should also train the students to submit their

homeworks through media and technologies instead of using the white board or chalkboard.

Parents and Alumni want the teachers and staff to have more training regarding their

professional and course updating. They noticed also that many senior teachers who taught them in

the past were still using the same notes and same examples to their children, forgetting that the

world around was different.

3. Effective change management processes

• Ability to anticipate changes that will impact the organization and to

involve the appropriate people in planning and implementing changes

consistent with its Vision, Mission and Objectives.

• Clearly communicate the reason and process for making the changes.

(Beer, M., 2009)

On change management: Teachers, parents and alumni expressed their needs that school

authority should aim for international or universal standards since many countries around Thailand

are already using English as means for communication. St. Louis School Chachoengsao teachers

and students are still behind them. The first vision of school leaders is to create St. Louis School

Chachoengsao as a thinking school and a learning community.

The management of the school should be team-based management, not working alone.

Listen to the subordinates' suggestions and advices from parents and alumni now and are

advantageous for the students. Some academic experts should be hired or invited to help the school

administrators as advisors, so that new ideas and changes may be introduced.

174
They also suggested that the school management policy should be ready to invest in personnel

development, especially for teachers to improve foreign language and be ready to invest in hiring

qualified teachers to teach Science, Mathematics and ICT. The evaluators from St. Gabriel's

Foundation also no!iced that St. Louis School Chachoengsao did not use the results of evaluation

results for the school development.

The parents when they visited the school library also noticed that research works of teachers

did not really show any teaching development. It was the feeling and the notice of the researcher,

who also the school director, understood that teachers did the research projects just to fulfil the

requirements of the personnel department, but not for teaching development. Thus, were no linkage

between teaching development and research activities.

What change management that was effective at St. Louis School Chachoengsao as seen by

parents, alumni and teachers were environment and surrounding development that were safe, clean

and orderliness school. But for St. Louis School Chachoengsao to be the high performance

organization, the concentration must be on academic performance by creating the effective change

management for all school leaders. Stick to the vision, mission and objectives of St. Louis School

Chachoengsao and accomplish the vision, mission and objectives as a team-work, work hand-in-

hand with parents and alumni.

4. Open-Minded Directional Communication

• High Performance Organization establish effective systems and methods

for communicating, and everyone is expected to use them.

People in High Performance Organization utilize cross-functional teams

Open, multi-directional communication are better equipped to prevent and

resolve problems effectively. (Beer, M., 2009)

175
Teachers:

- "The teachers who were in charge of the school magazines allowed me to write

articles to publish in the school magazines and I also received cash as a reward

for writing. I had the opportunity to share my ideas with others".

- "My department head, after the workshops, always allowed me to share ideas

during the department meeting".

- "The school always gave me the opportunities to perform the work and gave me

the feedback at the end".

Parents:

- "The school allowed us, parents, to organize the activities for the students at all

times".

- "The school invites me to be the parents ' representative on "Mother's Day" to talk

on the stage".

- "The communication between parents and the public had various means, such as,

bimonthly magazines, circular letters and inter school broadcast, so the parents

and the public knew what were going on in the school."

Alumni President:

- "The school always invited the alumni for school activities and had alumni

representatives for school board, the teachers also helped all alumni activities".

- "The school always allowed the alumni to use the school facilities for marriage;

home coming day, and alumni meeting".

- "I want more alumni to join the home-coming day and other activities organized

by Alumni Association".

176
5. Culture of Continuous Learning

High Performance Organization with a culture of Continuous learning

produces amazing results.

• Learning is encouraged at all levels of the organization and takes place

through a variety of methods.

People assess their learning needs and create a professional development

plan. (Beer, M. , 2009)

Some teachers shared that:

- "I appreciated the school administrators who encourage teachers to go for higher

studies with the scholarship, and English Language development abroad to

Australia, Philippines and India.

- "At the beginning when the school director proposed to teachers to study foreign

language on Saturday and Sunday, I didn't agree with him. I tried to disagree

with him with some teachers, anyhow I joined the program that changed to

Saturday. At the end, I found that it was very useful to me for daily

communication with foreign teachers and to teach students".

- "I want to thank the school for allowing me to develop English language

communication in India. Though life was very hard for me there, I profited and

experienced many learnings. I used my knowledge and what I saw abroad to

help me to develop St. Louis School Chachoengsao".

Some parents shared that:

177
 - "I want teachers to ask my son to read and summarize what he read and submitted

to teachers at least one book a month in order for my son to have a habit of love

to read, and have the habit of reading daily and knew how to summarize what

already read".

- "I appreciate the school in encouraging students to memorize new English words

each day and the young students had to memorize the multiplication table daily

too".

Some alumni also shared that:

- "When I was at St. Louis School Chachoengsao, before going home, I must

memorize the English and Thai poems daily. All the poems had lessons which

I still remember; especially the Thai poems written by Bro. F. Hilaire, the French

Brother who wrote the famous books called, "Darunsuksa'', still used in the

school nowadays".

- "The culture of continuous learning" or the motto that was interpreted as

perseverance in work taught me not to give up easily, it made me successful in

my work now. I also teach my workers to persevere in work till the end".

The researcher, after about two years at St. Louis School Chachoengsao noticed and listened

from parents that, the present state of teachers and students of St. Louis School Chachoengsao were

not as in the past years due to the advance of technology and the style in raising one's child was

different from the past. Teachers are afraid to force the students to learn and work hard due to the

government rules and regulations that "No child should repeat the same class". So, many

problems occurred- many absentees, no homework was done, using telephone and other IT during

classes for enjoyments, no respects for teachers, no disciplines in the school. The value of hard

178
work and reading habits are lacking. On the part of teachers there is no dedication to school work,

many teachers concentrated on special tuition classes in order to earn more incomes after classes or

on holidays, these practices led to injustices to students who had no opportunities for special tuition

classes due to poverty or lack of times to join. These special classes caused teachers to neglect the

duties such as to correct the students exercise books and prepare future lessons or activities for

outside competitions and other activities on special days to show the public the abilities of St. Louis

School Chachoengsao students in extra-curricular subjects; music, arts and drama.

The parents, Alumni and teachers also shared their expectations in order for St. Louis School

Chachoengsao to be the High Performing Organization on excellence education. There are many

St. Louis School Chachoengsao alumni who are experts in various expertises and academic

subjects, if the school invited some of them to share their knowledge with students, especially the

higher secondary students, the students will profit from the alumni. It was also true with parents

who were always willing to share their knowledge with students from kindergarten level to higher

secondary students. It was also true with teachers from other Saint Gabriel Foundation Schools,

they were very willing to share their knowledge and teaching experiences with St. Louis School

Chachoengsao.

On team-building:

The teachers' expectation from the school leaders is that teachers should work as a team;

team-teaching based, team-working. This team-working among teachers and leaders were also

noticed by parents and alumni during the interviews. The teachers shared that if teachers were

working in team, there would be the unity of spirit among teachers and staff, and ideas were shared,

less materials were used for teaching equipment, thus money was save. If the leaders, the teachers

179
were in unity, the image of unity would be observed by students, parents, alumni and the public.

This good image would lead to the trust and confidence from parents and the public to send the

children to St. LouiS School Chachoengsao, and more moral and materials support to St. Louis

School Chachoengsao.

So, the researcher felt that the team-building practice in St. Louis School Chachoengsao,

especially leaders, teachers and staff with cooperation of parents, alumni and the public would

improve academic performance, academic development, the dedication of teachers and the staff

and the communication to the public would improve too. Team-building should be one among the

priority that St. Louis School Chachoengsao should concentrate on in order for St. Louis School

Chachoengsao to be the High Performing Organization.

On Values:

Parents expected that the value of hard work as specified in the school motto that "Labor

Omnia Vincit", "Labor Conquers All things"; The parents and alumni noticed that the St. Louis

School Chachoengsao students now never appreciate the hard work habit, they gave up easily when

they have any problems, they had easy going habit in their daily life, the habit of giving up easily

led to lack of discipline in life, never followed laws and rules. They could not wait for their queue

in buying things or taking the bus, etc. These qualities of hard work and self-discipline would lead

St. Louis School Chachoengsao to High Performance Organization if teachers and students were

faithful to these values.

The researcher, being the director of St. Louis School Chachoengsao, also felt from the

interviews that for St. Louis School Chachoengsao to arrive at High Performance Organization with

a culture of continuous learning, St. Louis School Chachoengsao leader, staff, parents and alumni

180
should develop St. Louis School Chachoengsao culture, such as, English daily communication,

English teaching in various subjects in classes, memorization of English words, sentences and

poems every day, create the habit of daily reading by teachers and students and note down what

were read and revival of some good values practiced, such as daily prayer in English language in

the morning. Students and young teachers showed respect to senior teachers with the "Wai" gesture

when greeting each other. The subjects on good hand-writing in Thai and English every week

should be taught again to students in all classes. Because by doing so, students would learn how to

be calm and self-discipline training. In the past too, all the schools, especially the schools belongs

to Saint Gabriel's Foundation had the continual practices of cathechism classes for Catholic

students and Buddhist who students would learn morals every day before the schools started or

before lunch. The Brothers or Catholic teachers who teach Catechism and the class teachers would

teach morals for about 30 minutes.

These would fulfil the school missions of our schools number 8, stated that, "Develop a

deep spiritual experience and orientation to life that help students to find God's Wisdom and to live

by its demands". These practices would develop a culture of continuous learning that would produce

the good results for children's spiritual development.

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Research Question 4:

What Roadmap maybe designed to develop the school as an excellent academic institution?

Table 17

The Roadmap for developments

Theme 1: Leadership development Course

Objectives:

• To build efficient leaders in various skills needed for leaders

• To know how to conduct meeting.

• To have good technique in dealing with subordinate and the public.

• To know IT skills needed for the job.

• To have basic English language communication.

• To know well the vision, mission of the Foundation and the school.

• To improve team building for effective work relationships.

Indicators of success:

• Less problems and mistakes in the jobs responsible.

• Reduce complain from the stakeholders.

• The subordinates are happy and good cooperation from the subordinates.

• Reduce waste and supply of water and electricity.

• Low turnover of staff and teachers.

• Sign of satisfaction from those who come to contract.

• Given more time for school and children.

• Improve team work.

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Strategies:

• Explain the plan to the present and to be leaders.

• Contact the experts.

• Approve by the school board.

• Set up the budget.

• Evaluation every month.

• Certificate distribution at the end of the course.

• Team-building activities.

• Follow up.

Budget: from school fund, shown in the appendix 13

Action by:

School director and advisory board.

Time scale:

Monthly training, starting from October - April every year.

Theme 2: Professional skills development for personnel

Objectives:

• To work as a team among personnel.

• To have dedication and commitment spirit for personnel.

• To enhance the personnel to be more responsible to the job.

• To have good communication system and channel.

• To be more effective and efficient in service.

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Indicators of success:

• The personnel are more responsible to the work.

• Less problem arising in each departments.

• More unity and harmony in the department and among departments.

• The environments are save and clean.

• The school has positive image in all areas.

• Less complaints from parents and the public.

Strategies:

• Training the personnel of all levels once a year before opening the school.

• Meet all parents and students when opening the school academic year.

• The school director and the head departments speak to the personnel at the end of

each month in order for them to be conscious of their duties.

Budget: School development budget, in appendix 13

Action by:

The school director, school board and department heads.

Time scale:

Every months and before opening the academic year.

184
Theme 3: English Communication training course for teachers and students

Objectives: (Teachers) Objectives: (Students)

1. Teachers are fluent in English 1. Students are able to speak English well

Communication. and fluent.

2. Teachers are able to listen to English 2. Students are able to understand

conversation from foreigners. conversation while speaking with

3. Teachers are able to understand well foreigners.

while watching cinema. 3. Students are able to understand

4. Teachers feel good while speaking with English cinema.

foreigners. 4. Students are fluent in English

speech contest and English quiz

contest.
Indicators of success: Indicators of success:

1. Teachers are not shy while being with 1. Students have self-confidence

foreigners. while being with foreigners.

2. Teachers have self-confidence during 2. Students can converse with

English classes and seminar. foreigners happily.

3. Teachers are not afraid to meet 3. Students understand after watching

foreigners. English cinema.

4. Students have high scores in

interview.

Strategies: Strategies:

1. Appointment of teachers responsible for 1. Searching experts to take the course in

the program. the school.

185
2. Searching for the experts to take the 2. Encourage students and parents to

course. join the program.

3. Sending teachers to attend the course in- 3. Organize educational trip aboard or

out of the country. English camp during holidays.

4. Provide materials and English cinema for 4. Provide material rooms and

teachers to watch. English cinema for students.

Budget: Budget:

From school development fund, Shown in the appendix 13

Academic department shown in the

appendix 13
Action by: Action by:

English subject Head and English English subject head and English

teachers. teachers.

Time scale: Time scale:

During semester holidays. Throughout the year, and especially

during holiday.

Theme 4: To improve performance ofstudents and teachers in Education Quality

Objectives:

1. To enhance teaching techniques and using IT for teaching core subjects.

2. To encourage teachers and students to perform at their best in teaching and

learning.

3. To oreoare students for various comoetitions in and out of the countrv.

186
 4. To have more excellent students stay on at the end of each school year, and

excellent students from other schools to come in.

Indicator; of success:

1. Teachers and students receive awards from recognized competitions.

2. More secondary students could go to popular faculties and famous universities.

3. Teachers are recognized in quality and good teaching by parents.

4. Increase enrolment each year.

Strategies:

1. Choose teachers and students who are ready to join the program.

2. Short test to choose those who are ready to improve the performance.

3. Find experts from PTA, alumni and Universities to train teachers and students to

improve the education performance.

4. Set the time for training and the budget needed.

5. Periodically evaluation.

Budget: School development plan, Appendix 13

Action by:

Head of Academic dept. and subject heads.

Time scale:

Starting October and March - April during semester break, and every morning working

day and on Saturday.

187
Theme 5: Effective teaching program for teachers

Objectives:

1. To uplift the education standard in the school.

2. To help teachers in using different media in teaching.

3. To provide teachers techniques in teaching.

4. To help teachers to develop different skills in the students, such as, creative, critical

and analytical thinking skills.

Indicators of success:

1. Teachers are using varieties of media in the classes.

2. Students show different skills in doing works and conversation, such as, creative,

critical and analytical thinking.

3. Teachers are teaching with various techniques.

4. Students are happy in learning and eager to come to school.

Strategies:

1. Search for experts to meet the above objectives.

2. The school provides materials and media for training course.

3. Provide motivation for teachers who are successful and meet the objectives.

4. Share experiences among teachers who are successful in teaching.

Budget: PTA supports the budget (PTA president approval, Appendix 14)

188
Action by:

School director, PTA president and Academic Head.

Time scale: -

Training during semester break October and April, every year.

189
 ChapterV

Summary, Conclusion and Recommendations

This final chapter is organized under three major groups, namely, the summary of the

findings, the conclusions and the recommendations. The researcher conducted the Pre-ODI and

Post-ODI with St. Louis School Chachoengsao teachers and the school co-administrators, parents

and the alumni.

5.1 Summary

During Pre-ODI, the researcher was used the questionnaires from Dr.Sunanta Vejchalernjit

to find out the problems of the leadership styles and skills and the employee engagement, the results

of the survey. The highest mean score obtained for leadership was 8.73 "I re-examine critical

assumptions to question whether they are appropriate'', the lowest mean score is 6.84" I avoid

getting involved when important issues arise. In the leadership skills, the highest mean is 8.91 "I

share wins and successes with my team. The lowest mean is 6.48 I often delegate important tasks

to my staff."

The teachers' highest mean score for leadership skills is 7.56 "I discuss with each of his/her

staff what is needed to exceed work expectations"and the lowest mean score for leadership style is

5.30 "I provide rewards based equally on results and the actions taken".

190
 The score on engagement: The highest mean score is 7.75 "My job makes me good use of

my skills and abilities'', the lowest mean score is 6.51, "My supervisor really cares about me as a

person". The researcher set up the objectives to improve the leadership style and skill and the

employee engagem~nt in order to develop the leadership skills and styles, the engagement of

employees by inviting the facilitators to organize the sessions on: 1) Whole-Brain Based

Organization Development for Transformative ·Education, 2) Cross Functional Cooperation: team

building and coaching, and 3) Responsible Gap Engagement. These three topics were the

interventions for this study. Then, the researcher decided the change strategies and finally selected

the specific intervention techniques.

The intervention part: The researcher invited the OD experts to help him as the external

practitioners to facilitate the changes by training, educating and designing the new ways in order to

improve, and develop the leaders and the teachers in WBL, personnel engagement, team building

and coaching techniques.

Post-ODI session: The researcher again asked all the school administrators and all teachers

to evaluate themselves with two set of questionnaires and interview teachers, parents and the alumni

at random by appointing some senior teachers to be the interviewers.

The set questionnaires used was the same set used at Pre-ODI stage in order to compare

the results before and after the training during the interventions. The second set of questionnaire

was to measure what the leaders and the teachers learn during.

The results of the interviews with some teachers, parents and alumni allowed the researcher

to know what to do and what not to do at St. Louis School Chachoengsao. All the data obtained

191
were utilized by the researcher to come up with a set of recommendations for the school board, the

administrator and the personnel to carry on in 5.3

The survey _results the t-test reveal that the 001 interventions had a significant effect on

leadership styles and leadership skills as indicated by the values obtained .012 for Leadership Styles

and .004 for Leadership Skills. These values were derived from both the ratings of the Teachers

and the School leaders themselves. The effect of interventions on leadership styles and leadership

skills as rated by the leaders and teachers

Pre-Test Post-Test

x S.D. x S.D. t-test

Leadership Styles 7.14 1.60 6.81 1.74 Significant

.012

Leadership Skills 6.77 1.64 7.22 1.73 Highly Significant

.004

Significant at t-test value is_< 0. 05

From the survey of teacher engagement, the effect of the intervention on teacher

engagement as rated by the leaders and teachers.

Pre-Test Post-Test

x S.D. x S.D. T-test

Engagement 6.95 1.78 7.49 1.58 .003 Significant

The t-test value of .003 reveals that the interventions conducted had an overall significant effect on

the level of engagement.

192
For the organization to be the High Performance Organizations (Beer, M. 2009) proposed 5

Qualities as:

1. Commitment to Excellent.

2. Clearly stated purpose and desired results.

3. Effective change management processes.

4. Open-Minded Directional Communication.

5 Culture of Continuous Learning.

5.2 Conclusions

The results of the present study indicated that the following factors will lead St. Louis

School Chachoengsao to be the High Performing Organization.

5.2.1 The leadership style: The transformational leadership is preferred to transactional

leadership .Transformational leadership a superior leadership performance, which has shown to be

positively related to the following subordinate outcomes, stimulates subordinates to accept the

mission of the group, stir subordinates to realize the important meaning of their tasks they are

responsible to look beyond their own interest and show increased concerns for achievement, self-

actualization and ideals (Bernard M. Bass, 2000; Michel, et al., 2010; Sosik & Jung, 2010).

Transformational leaders elevate followers to go beyond their own self-interests for the good of the

group, organization or community, country or society as a whole (Bernard M. Bass, 2000). Bass

noted that "transformational leaders achieve these results in one or more ways: They may be

charismatic to their followers and thus inspire them; they may meet the emotional needs of each

employee and/or they may intellectually stimulate employee." (B. M. Bass, 1990b, p.21).

193
 The component behaviors of transformational leaders have changed over the years and the

new forms of transformational leadership include the Four I's which are, Idealized influence,

Inspirational motivation, Intellectual stimulation, and Individualized consideration (B. J. Avolio &

Bass, 2004). Many researchers have focused on transformational leadership development because

of the positive relationship behaviors to employee performance, motivation, organization

commitment and employee engagement (Buckingham & Coffman).

On the contrary, transactional leadership style is a style of leadership where the leaders

promote compliance of his/her followers through both rewards and punishments; the leaders

emphasize details and short-term goals, standard rules and procedures. He or she does not make an

effort to enhance followers' creativity and the generation of new ideas. Transactional leaders tend

to be directive and action-oriented. They tend to think inside the box when solving problems, it is

primarily passive. The followers are willing to risk pain and injury to obtain the results that leader

is asking for, and exchanging rewards for performance, day to day operation.

Path-goal leadership: it is designed to explain how leaders can help subordinates along the

path to their goals by selecting specific behaviors that are best suited to subordinates' needs and to

the situation in which subordinates are working, such behavior are directive, supportive,

participative and achievement-oriented leaderships. (House and Mitchell ,1974). In the path

performance, the goals are defined, classified, obstacles are removed and the leaders provide

support to followers.

The goal of this type of leadership is to increase employees' motivation, empowerment, and

satisfaction so that the employees become productive members of the organization. Leaders clarify

194
the path so followers know which way to go. Leaders remove roadblocks that are stopping them

and leaders increase the rewards along the route.

Leaders use this _style in the following situations:

Table 18

Appropriate Leadership Style

Appropriate Leadership Style Situation

Directive • When employees have high role ambiguity

• When employees have low abilities

• When employees have external locus of control

• Staff unclear about job responsibilities

Supportive • When tasks are boring and repetitive

• When tasks are stressful

• A team is inexperienced

• A team that is new

Participative • When employees have high abilities

• When the decision is relevant to employees

• When employees have high internal locus of

control

Achievement-oriented • When employees have high abilities

195
 • When employees have high achievement

motivation

5.2.2 Employee engagement: An organization that has employees with high engagement

level, the work results of the organization are also high because the employees' involvement,

commitment and dedication to duties are greater. As Konrad, Alison M. study showed that workers

with high-involvement show more positive attitudes, including trust, organizational commitment

and intrinsic enjoyment of work.

Lockwood and Nancy R. stated that employees with high level of commitment perform 20%

better and are 87% less likely to leave to organization, which indicates that engagement is linked

to organizational performance (Lockwood, Nancy R. 2007).

The study on employee clarity of job expectation also showed that, if expectations are not

clear and basic materials and equipment are not provided, negative emotions such as boredom or

resentment may result, and the employees become focused on surviving more than thinking about

how they can help the organization succeed.

Ryan, Richard M. and Edward L. Deci also mentioned that if employees' relationship with

their managers is fractured, then no amount of perks will persuade the employees to perform at top

levels. Employee engagement is a direct reflection of how employees feel about their relationship

with the boss (Ryan, Richard M. and Edward L. Deci, January 2000).

Some barriers to employee engagement are:

1. Poor work-life balance caused by a culture of long working hours.

196
 2. Defects in human resource practices in the organization which fail to recognize that certain

positions are difficult to fill or have high turnover rates.

3. Lack of consistency, clarity, timeliness, and fluidity in messages, which stems from rigid

communication channels and organizational culture.

4. Reactive decision making, which does not pick up problems until it is too late.

5. Inconsistent management styles in the organization on account of the attitudes of individual

leaders, which lead to perceptions of unfairness, justice and personnel and individual

advantage rather than the organization goals and missions.

6. Low perceptions of organizational advocacy by leaders and staff which weaken trust and

respect to higher authority.

As a conclusion, the research proposes a model for enhancing and training leaders

development as in Figure 19, especially on the skills and styles of effective leaders that lead to high

employee performance and employee job satisfaction that further results to enhanced. employee

engagement, and effective performance . As a result, the organization would be the high

performing organization as proposed in the Theoretical Framework in Figure 16 and vice- versa.

197
 Employee
- high job
- Low turnover
perfo1mance High
Engage - Effective Performance
Improve skills Effective ""
and styles
- leader
~

employee performance
Organization
- Better organization
Climate
Employee job
- -
satisfaction

r ...,
Ineffective
leader
Inexperience
leader _,
"-

-.... / .....,
/
/
"' - High turnover Low
Unimproved Disengage
Ineffective Low job - Low performance Organization
skills and - - -
employee - -
Performance
leader performance - Bad organization
styles
climate \. _,
\..

Figure 19. Model for enhancing! training development for leaders

198
The Roadmap towards High Performing Organization

The proposed roadmap as presented in Chapter 4 will be attained with a team working among

other personnel in the school, such as, the personnel in Director office, Finance and Registration

office and General Management office, though they are in the supported roles, they also should

work as a team, a team that has a Cross functional cooperation that join together to build St. Louis

School Chachoengsao towards an Excellent Organization by encouraging and supporting St. Louis

School Chachoengsao to be an ideal working place : happy family with happy heart, happy soul,

happy brain and when all the personnel are happy, the parents and the students will also be happy

when coming to school.

From the point of view of the researcher who has two years' experience with the personnel

of St. Louis School Chachoengsao, coaching is a must for the St. Louis School Chachoengsao

leaders and the personnel at all levels and all department personnel. It is good that for St Louis

School Chachoengsao that there are many experts with various expertise in many subjects who

may be coming from alumni, parents , the people in the community, and from the schools that

belong to the Saint Gabriel Foundation. They can be tapped to help develop the personnel of St.

Louis School Chachoengsao. St. Louis School Chachoengsao teachers are eager and very willing

to develop themselves, but they need someone to direct and guide them. So, I as a researcher may

say that, if St. Louis School Chachoengsao personnel and leaders are working and teaching as a

team and someone coach them, give them the excellent direction, together with the support and

encouragement, St. Louis School Chachoengsao will be the high performing school.

Based on the quantitative data analysis, the following conclusions for the hypothesis are

presented:

199
 1. Ho1 is rejected, there is a significant difference between Pre and post ODI on leadership

skills (Table 14).

2. Ho 2 is rejected, there is a significant difference between Pre and post ODI on engagement

(Table 15).

3. Ho3 is fail to reject, there is no significant difference between Pre and Post ODI on

performance effectiveness (secondary data; Table 16).

4. The Roadmap crafted based on the quantitative data and interviews (qualitative) will sustain

the change of St. Louis School Chachoengsao toward High Performance Organization.

5.3 Recommendation

Based on the results from the research and interview from teachers, parents and alumni.

Some suggestions are:

1. For St. Louis School Chachoengsao school board and the school administrators:

- Team building and coaching seminar should be organized for the leaders and the

personnel regularly, so that all the personnel, including the school leaders would work

together as a team, leading to good understanding, collaboration and cooperation among

the personnel. (Appendix 12, theme 1)

- More and teachers should attend the foreign language training course especially in

English for communication skills. The personnel also should be required to join the

training. After the training course, they take the Cambridge Examination Test in order to

know their ability on English subject. Teachers also must try to speak English with

students at least 5-8 minutes when entering the classes or out of the classes every day

200
 because mastery of the English subject is the selling point for parents and the public.

(Appendix 12, theme 3)

- Invite parents and Alumni to teach the higher secondary students to prepare them for

popular and famous university examinations in the desired faculties such as medicine and

engineering. Different department heads also should invite alumni or parents to be the

coach or advisor for the departments because these people are experts and have

experiences in various lines of jobs. Their guidelines and assistance may make a lot of

gain for the departments.

- The school board should be serious in implementing the yearly development plan,

especially the matters concern with academic, the personnel, and the student development

programs, make amendment after every evaluations from the ministry of education and

the Saint Gabriel Foundation, and follow the policies of Saint Gabriel Foundation No.11

to have the succession plan. (Appendix 14)

The researcher found that the leaders of St. Louis School Chachoengsao, if

continue developing on the areas of leadership skills and leadership styles will produce

very high results for St. Louis School Chachoengsao if they apply the Path Goal Theory of

Leadership.

In the path-goal theory, when the leaders were developed, those leaders would be

the effective leaders who will attend to the needs of the subordinates, they would listen to

the suggestions of the subordinates, they would help the subordinates when they have

obstacles on the ways, they will know the goals and strive to reach the goals. When

obstacles arise, the leaders would help the subordinates confront those obstacles by

removing, directing, guiding or coaching them along the way. The leaders while going

201
 along the path, will also motivate, support and also offer the appropriate rewards along the

way.

2. For the personnel:

- The succession plan for the school leaders should be organized by adopting training

program for "leaders to be leaders course". At the same time, not neglecting the present

leaders, they also should be trained to have more skills, abilities to perform the present

jobs more effective and efficient for the school. (Appendix 12, theme 1)

- The results of this study confirm that there is a need for implementing teachers

development in various areas such as IT, quality of teachers in Math and Science, and

learn how to work in team in and out of the department. (Appendix 12, theme 4)

- It is good that the personnel who are working very hard for the school to meet the goals.

But they should work in team, like integration-based-teaching because by this type of

teaching, St. Louis School Chachoengsao would be the high performing organization.

(Appendix 12, theme 2)

3. The academic and student performance development plan.

It is strongly recommended that the St. Louis School Chachoengsao director, the school

board and the advisory team should be serious in implementing the road map, especially,

themes 3 and 4 to develop the academic and student performance development plans, and

be the high performing organization as expected by parents and the public.

202
 Some urgent recommendations should take in to consideration from teachers, parents

and alumni interviews:

Parents: 1. Teachers spend more times for teaching in classes rather than special tuitions; spend

more times for common interest rather than personnel interest.

2. Teachers are excellent in academic performance, especially in Science and

Technology.

3. Invite some alumni to be school consultants or advisor in the academic and

administration or on some occasions, invite them to talk to the students on various

topics useful to the students about what they experiences when they were students at

St. Louis School Chachoengsao, this way the students may learn from their successful

experiences and appreciate their school.

Teachers: 1. Team-work orientiion, and share the teaching materials among teachers. Team-based

teaching oriented.

2. Teachers should encourage students to improve creative thinking skills . Teachers

use participatory style of teaching instead of lecture centered style of teaching.

3. Prepare students and teachers for the Asean Economic Community 2015 .

Alumni: 1. Foster reading and writing habits in teachers and students.

2. Students should memorize the multiplication table daily, especial the primary students.

Compulsory English conversation should be introduced in the school for students and

teachers.

203
Epilogue

Tw<Yyears ago, few weeks after taking Ph.DOD program, at Assumption University,

Bangkok, and time passes by so swiftly .. Many times, I felt discouraged, decided to give up, I

wanted to discontinue my studies. Surely, I prayed for perseverance in my studies. My

discouragements were not really from the difficulties in studies and the assignments from the

professors. All classes were really interesting because all the professors knew how to pass the

knowledge to students and gave enough times for submitting the assignments. But the problems

were mostly from many of my duties and responsibilities with the school works and my health

problems. But with the encouragement and support from many professors, friends and those whom

I shared my problems with, together with the prayers so I pursued to the end. I would like to thank

God. Whom He never forgets me as He said in Isaiah 49: 15 "I will not forget you on the palm of

my hand." ·

In the studies, I felt that I should engage more people in the studies, especially parents,

alumni, other members of Saint Gabriel Foundation, who were at St. Louis School Chachoengsao

before. I should not take only the current Thai teachers, few parents and alumni for interviews. I

should take more people in giving informations, so that St. Louis School Chachoengsao

developments would cover all aspects of improvements for the institution.

I felt that I spent less times for literature reviews. There were many more literatures,

books, magazines, reviews and writings to be read by me. So, it was in my mind that I should carry

on the habit of continue reading and cultivate the habit of analyzing and searching for the facts and

passed on these habits to teachers and students too. I learnt that through Ph.DOD program, I as a

204
person can be intellectually, spiritually and mentally improved and grew through reading, creative

thinking and positive thinking about people. I could acquire these abilities only through reading

and searchings through literatures and Information Technologies.

Sincerely would like to say that I profited beyond measure from taking up this Ph.DOD

program at Assumption University, Bangkok in chosen the topic on: Creating High Performing

Organization-Using Path-Goal, Transformation and Authentic Leadership Theories and

Processes: Case study of St. Louis School Chachoengsao. Because it was profitable not only for

St. Louis School Chachoengsao, but also for all the schools, especially, schools that belong to the

Saint Gabriel's Foundation through the proposed Roadmaps, especially on effective language

communications and the leadership succession plan. I would like to recommend those who want

to pursue in Doctorate degrees, should think about Ph.DOD program at Assumption University,

Bangkok because after taking up, you will learn a lots from this program in order to develop

yourselves and your organizations.

This Ph.DOD program changed my life in the way I am dealing with other people in a

positive way. It helped me to change my mindset. I can reframe myself to be more ready to engage

the present and future missions the Congregation of Brothers of Saint Gabriel will entrust to me. I

am ready to meet all challenges with more confidence. I am going to face the future as Dr.Perla

M. Tayko mentions, "you have the right tools of the trade that enable you to think whole, learn

whole, relate whole, perform whole and be whole." Thank God for his abundance blessing for

sending nice and good professor to guide me.

After doing the roadmaps, I found that to develop the teachers and the students is a

very hard job. It needs patience and perseverance, it takes times but if it was successful, the fruits

205
as sublime as M.L. Pin Malakul, the former minister of education of Thailand compared this

development as growing orchid by saying:

Orchids. Oh! Thy blossoms have I to wait some years?

Education also takes such a time.

But Lo! Blossoms, in bloom, so glorious my dears,

Training produces such a fruit sublime."

Thank you

206
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218
APPENDIX
 Appendix 1

Numbers of SLC students

Class Level Years

2013 2014 2015

-

Pre-Kindergarten 38 43 49

Kindergarten 1 220 174 170

Kindergarten 2 213 218 191

Kindergarten 3 208 220 219

Primary 1 230 196 231

Primary 2 237 205 196

Primary 3 239 230 203

Primary 4 210 219 225

Primary 5 264 204 218

Primary 6 277 259 204

Secondary 1 223 250 224

Secondary 2 268 222 247

Secondary 3 291 266 222

Secondary 4 304 265 271

Secondary 5 273 302 264

Secondary 6 243 266 301

Total 3,740 3,543 3,435

220
 Appendix 2

The results of the examination organized by Saint Gabriel 's Foundation School for

P.3,P.6, S.3 in Thai, Mathematics, Science, English and Social science, year 2012,2013,2014

and the average of the three levels in total percentage

Year 2012

P.3

Rank School Thai Math Science English Social Average

1 Assumption college 62.72% 67.95% 55.20% 65.34% 58.57% 61.96%

2 Saint Gabrile's College 59.44% 64.74% 54.70% 61.40% 55.50% 59.16%
3 Assumption college 59.81% 62.86% 52.57% 58.08% 55.01% 57.67%
Samutprakarn
4 Assumption college 60.12% 60.22% 54.66% 53.49% 56.51 % 57.00%
Thonburi
5 Montfort College 58.25% 60.68% 52.27% 50.49% 55.37% 55.41 %
6 Assumption college 59.27% 56.60% 53.04% 49.35% 54.43% 54.54%

Nakhonratchasima
7 Assumption college 58.85% 58.51 % 51.73% 45.09% 54.63% 53.76%
Lam pang
8 Assumption college 57.70% 57.48% 46.69% 51.13% 51.60% 52.92%
Sriracha
9 Assumption college 56.17% 54.07% 51.56% 48.27% 53.64% 52.74%
Rayong
10 Assumption college 50.06% 48.96% 44.78% 48.88% 56.55% 49.85%

Ubonratchatani
11 Saint Louis School 52.40% 51.14% 47.81 % 40.44% 45.94% 47.55%
12 Assumption college - - - - - -
English Program

221
Year 2012

P.6

Rank .School Thai Math Science English Social Average

1 Assumotion college 59.33% 60.67% 59.81% 57.46% 51.49% 57.75%

2 Saint Gabrile's College 56.13% 57.14% 61.37% 59.04% 51.25% 56.99%
3 Assumption college 57.31 % 54.01% 60.09% 49.95% 53.51 % 54.97%

Thonburi
4 Montfort College 54.19% 48.36% 60.84% 45.77% 52.30% 52.29%
5 Assumption college 54.46% 50.51% 57.08% 51.01 % 47.53% 52.12%
Samutprakarn
6 Assumption college 56.10% 48.58% 58.72% 41.57% 51.41 % 51.28%
Lam pang
7 Assumption college 52.76% 46.22% 56.39% 41.56% 49.21 % 49.23%
Rayong
8 Assumption college 51.40% 42.09% 53.71% 39.63% 48.30% 47.03%
Nakhonratchasima
9 Assumption college 48.73% 43.51 % 54.54% 41.88% 44.84% 46.70%
Sriracha
10 Saint Louis School 51.23% 44.07% 52.58% 35.87% 46.79% 46.11%
11 Assumption college 48.30% 42.57% 49.49% 39.29% 42.81% 44.49%
Ubonratchatani
12 Assumption college - - - - - -
English Program

222
Year 2012

S.3

Rank ·School Thai Math Science English Social Average

1 Assumption college 55.98% 47.71% 43.64% 54.08% 46.51% 49.58%

2 Assumption college 55.00% 46.52% 42.87% 48.91% 47.59% 48.18%

Samutprakarn
3 Assumption college 54.08% 42.55% 41.25% 45.54% 47.25% 46.13%

Thonburi
4 Montfort College 53.26% 44.24% 40.51% 42.93% 45.02% 45.19%
5 Assumption college 50.38% 37.83% 41.63% 46.72% 43.96% 44.10%

Ubonratchatani
6 Assumption college 53.44% 40.58% 40.43% 37.51% 43.63% 43.12%
Lampang
7 Saint Gabrile's College 47.99% 42.94% 36.81% 44.35% 41.85% 42.79%
8 Assumption college 48.03% 39.51% 37.45% 34.95% 43.96% 40.78%
Rayong
9 Saint Louis School 48.94% 38.44% 37.97% 33.45% 41.27% 40.01%
10 Assumption college 45.61% 37.59% 35.34% 34.62% 39.58% 38.55%

Sriracha
11 Assumption college 47.36% 34.87% 35.14% 32.97% 39.90% 38.05%
Nakhonratchasima
12 Assumption college - - - - - -

English Program

223
Year 2013
P.3

Rank School Thai Math Science English Social Average

1 Assumption college 61.94% 57.11% 54.78% 51.02% 46.15% 54.20%

Samutprakarn

2 Assumption college 61.50% 58.55% 48.23% 48.41 % 49.82% 53.30%

Sriracha

3 Saint Gabrile's College 58.96% 56.88% 51.14% 54.25% 44.65% 53.18%

4 Assumption collel:!e 58.80% 56.67% 47.52% 55.74% 46.49% 53.04%

5 Assumption college 63.03% 52.86% 51.18% 44.48% 51.84% 52.68%

Lampang

6 Montfort College 57.55% 53.93% 52.21% 46.99% 47.28% 51.59%

7 Assumption college 60.55% 50.72% 51.43% 48.25% 46.24% 51.44%

Thonburi

8 Assumption college 61.21% 49.18% 49.80% 36.16% 44.57% 48.18%

Nakhonratchasima

9 Assumption college 54.53% 47.44% 47.20% 41.67% 44.82% 47.13%

Ravong

10 Saint Louis School 49.66% 42.60% 46.82% 35.37% 40.91% 43.07%

11 Assumption college 49.11% 44.11% 43.96% 36.37% 40.80% 42.87%

Ubonratchatani

12 Assumption college - - - - - -
En!:!lish Program

224
Year 2013

P.6

Rank School Thai Math Science English Social Average

1 Saint Oabrile's College 50.39% 54.61% 56.20% 45.80% 43.58% 50.12%

2 Assumption college 52.55% 49.60% 55.12% 45.37% 43.82% 49.29%

Samutprakarn

3 Assumption college 53.12% 50.09% 54.82% 41.99% 45.26% 49.06%

Thonburi

4 Assumption college 49.92% 54.12% 49.54% 47.69% 42.97% 48.85%

5 Montfort College 50.45% 48.31% 52.97% 42.38% 47.64% 48.35%

6 Assumption college 54.04% 49.90% 54.29% 37.23% 44.05% 47.90%

Lam pang

7 Assumption college 47.76% 47.60% 53.27% 39.83% 42.90% 46.27%

Rayong

8 Saint Louis School 46.81% 45.53% 48.99% 32.26% 40.71% 42.86%

9 Assumption college 44.46% 45.79% 46.31% 37.29% 39.31% 42.63%

Sriracha

10 Assumption college 44.53% 41.61 % 49.69% 33.27% 39.03% 41.63%

Nakhonratchasima

11 Assumption college 45.49% 39.88% 47.36% 36.30% 38.48% 41.50%

Ubonratchatani

12 Assumption college - - - - - -
English Program

225
Year 2013

S.3

Rank ·School Thai Math Science English Social Average

1 Assumption college 55.15% 44.12% 49.30% 59.55% 41.40% 49.90%

2 Saint Gabrile's College 52.27% 40.49% 47.15% 54.35% 42.95% 47.44%

3 Assumption college 54.88% 40.99% 47.27% 50.86% 42.97% 47.39%

Samutprakarn

4 Montfort College 50.18% 39.42% 47.13% 49.48% 39.15% 45.07%

5 Assumption college 49.80% 36.51% 44.62% 46.40% 37.88% 43.04%

Thonburi

6 Assumption college 53.90% 36.68% 44.67% 41.56% 38.17% 43.00%

Lam pang

7 Assumption college 50.58% 36.45% 43.73% 42.99% 40.48% 42.85%

Rayong

8 Saint Louis School 50.51 % 35.61% 42.13% 36.43% 38.81% 40.70%

9 Assumption college 45.66% 33.71% 42.30% 38.45% 36.63% 39.35%

Sriracha

10 Assumption college 49.35% 33.73% 40.24% 35.61% 37.03% 39.19%

Ubonratchatani

11 Assumption college 47.58% 32.32% 37.78% 34.36% 33.96% 37.20%

Nakhonratchasima

12 Assumption college - - - - - -
English Program

226
Year 2014

P.3

Rank .School Thai Math Science English Social Average

1 Assumption college 60.55% 57.12% 59.09% 56.32% 52.59% 57.13%

Samutprakarn

2 Assumption college 58.83% 53.63% 52.21% 46.46% 51.35% 52.50%

N akhonratchasima

3 Assumption college 59.42% 55.75% 52.11% 47.59% 46.74% 52.32%

4 Assumption college 62.47% 51.22% 50.98% 43.71% 49.36% 51.55%

Thonburi

5 Saint Gabrile's College 58.65% 46.99% 48.47% 47.40% 47.26% 49.75%

6 Assumption college 60.09% 49.03% 45.73% 34.62% 57.24% 49.34%

Lam pang

7 Montfort College 57.65% 49.51% 49.57% 40.34% 45.10% 48.43%

8 Assumption college 55.46% 50.32% 44.19% 42.98% 41.21% 46.83%

Sriracha

9 Assumption college 57.20% 37.38% 40.73% 54.00% 41.64% 46.19%

English Program

10 Assumption college 62.72% 45.30% 51.10% 37.53% 22.21% 43.77%

Rayong

11 Saint Louis School 54.13% 42.17% 41.82% 32.17% 43.14% 42.69%

12 Assumption college 52.84% 40.52% 37.25% 29.93% 36.25% 39.36%

Ubonratchatani

227
Year 2014

P.6

Rank School Thai Math Science English Social Average

1 Assumption college 54.55% 55.90% 53.16% 53.73% 44.34% 52.34%

2 Assumption college 55.88% 48.56% 55.88% 51.69% 47.06% 51.81 %

Thonburi

3 Assumption college 52.72% 46.85% 54.83% 51.50% 41.88% 49.56%

Samutprakarn

4 Assumption college 55.21 % 46.90% 52.28% 44.19% 44.00% 48.52%

Lampang

5 Saint Gabrile's College 48.84% 47.80% 50.69% 48.97% 43.08% 47.88%

6 Assumption college 53.21% 35.89% 46.32% 59.86% 41.86% 47.43%

English Program

7 Assumption college 49.93% 42.85% 54.96% 43.88% 43.52% 47.03%

Ravong
8 52.76% 41.94% 50.22% 44.88% 43.03% 46.57%
Montfort College

9 Assumption college 50.43% 46.73% 53.76% 35.36% 43.13% 45.88%

Nakhonratchasima

10 Assumption college 49.44% 40.33% 48.61 % 41.44% 40.26% 44.02%

Sriracha

11 Saint Louis School 47.89% 40.98% 50.29% 35.80% 40.13% 43.02%

12 Assumption college 48.44% 35.99% 53.29% 37.27% 39.64% 42.93%

Ubonratchatani

228
Year 2014

S.3

Rank School Thai Math Science English Social Average

1 Assumption college 54.16% 37.59% 42.95% 54.16% 61.08% 49.99%

English Program

2 Assumption college 52.51% 39.03% 46.04% 53.15% 47.39% 47.62%

3 Montfort College 52.64% 37.73% 44.49% 51.28% 46.36% 46.50%

4 Assumption college 51.60% 35.40% 44.04% 53.03% 46.95% 46.20%

Samutprakarn

5 Saint Gabrile's College 50.99% 36.60% 41.48% 49.40% 45.84% 44.86%

6 Assumption college 49.34% 32.91% 40.92% 51.67% 42.01% 43.37%

Rayong

7 Assumption college 47.86% 33.08% 41.24% 49.45% 43.91 % 43.11%

Thonburi

8 Assumption college 46.73% 27.55% 39.01% 47.39% 45.77% 41.29%

Ubonratchatani

9 Assumption college 49.56% 31.06% 39.59% 46.33% 37.00% 40.71%

Lampang

10 Assumption college 43.95% 29.45% 38.37% 45.35% 38.68% 39.16%

Nakhonratchasim.a

11 Saint Louis School 44.52% 32.14% 35.69% 46.29% 33.00% 38.33%

12 Assumption college 39.14% 28.66% 36.18% 42.19% 36.11% 36.46%

Sriracha

229
 Appendix3

Achin Tengtrakul cbro.achin@gmail.com> 25111157 . : ...

11~ sunanta.ve)cM . •
Dear or. sunanta.

I am Bro Achin , FSG and am one of the PhDOD candidates. My adviser is Dr. Malissa Fernando and Dr.
Perla has been kept-In the loop of this request.

I am doing an action research dissertation on leadership style , teacher engagement, and performance .

I have come across your dissertation and have found your set of questionnaires at the appendices
section. I would llke to request your permission to use the same set of questionnaires for my study,
especially the Thal translated version in my action research which will be conducted at St Louis School
Chacheongsao, one of the schools of the St Gabriel Foundation.

Rest assured that the necessary citations on these questionnaires as coming from you will be all be duly
acknowledged in all materials and in the draft and final reports.

Hope to hear from you.

Best regards,
Bro Achin Tengtrakul

V•Jchalermjlt, Sunantl <sunanta.ve]chalermjit@Citi.com> 25/11/57

~.,,au.

Dear Brother Achin,

It's my great pleasure to be contacted and honored that you have benefited from my dissertation.
Please feel free to use any of the materials in your work. I'm more than happy to support you whatever I can.
Should I be of your further assistance, please caUme at 082-588-4441. It would be great if we can talk.

Best regards,

Stmanta Vejchaler111jlt
Vic11 Presitknt
OrganiZillion.1I Development Unit
Citib.lnk N.A. ThdHand
Tel: 66 2 788-3012
Filx: 66 2 788-4779

230
 Appendix A
SET 1

Leadership Styles Questionnaire

Leader MLQ Multifactor Leadership Questionnaire (Sx-Short) -36 questions

Form

-
This questionnaire is to describe your leadership style as your perceive it Please answer sheet
all items on this answer sheet Thirty six descriptive statements are listed on the following
pages Judge how frequently each statement fits you
The world ''others" may mean your peers, clients, direct reports, supervisors, and/or all of
these individuals
Use the following rating scale:

1 =almost never 2 =rarely 3 =seldom 4 =once in a while 5 =occasionally

6 = sometimes 7 =fairly often 8 =usually 9 =very frequently 10 =almost always

Almost never---------------------Almost always

Don't
1 2 3 4 5 6 7 8 9 10 Know
. I provide others with assistance in exchange for
1 1 2 3 4 5 6 7 8 9 10
their efforts
I re-examine critical assumptions to question
2 1 2 3 4 5 6 7 8 9 10
whether they are appropriate
3 I fail to interfere until problems becom&serious
1 2 3 4 5 6 7 8 9 10

I focus attention on irregularities, mistakes,

4 1 2 3 4 5 6 7 8 9 10
exceptions, and deviations form standards

I avoid getting involved when important issues

5 1 2 3 4 5 6 7 8 9 10
arise

Note: Copy righted materials in this survey are partly revealed in this copy of dissertation.

231
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1 2 3 4 5 6 7 8 9 10
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1

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2 1 2 3 4 5 6 7 8 9 10
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5 ... ~ 1 2 3 4 5 6 7 8 9 10
lflfl'IJU

Note: Copy righted materials in this survey are partly revealed in this copy of dissertation.

232
 Dll.WVM.PTJO~ UNIYERSlTY LIBRARY

SET2

Leadership Skills Questionnaire

I ,cackr Leadership Skills Questionnaire -36 questions

Form

This questionnaire is to describe your leadership skills as your perceive it Please answer sheet
all items on this answer sheet Thirty six descriptive statements are listed on the following
pages Judge how frequently each statement fits you
The world "others" may mean your peers, clients, direct reports, supervisors, and/or all of
these individuals
Use the following rating scale:

1 =almost never 2 =rarely 3 =seldom 4 =once in a while 5 =occasionally

6 = sometimes 7 =fairly often 8 =usually 9 =very frequently 10 =almost always

Almost never---------------------Almost always

Don't
1 2 3 4 5 6 7 8 9 10 Know

1 I often delegate important tasks to my staff 1 2 3 4 5 6 7 8 9 10

When delegating a task, I provide all required
2 information, including expected deliverables, 1 2 3 4 5 6 7 8 9 10
metrics, timeframes, context, and stakeholders
When delegating a task, I convey trust in my 1 2 3 4 5 6 7 8 9 10
3 staffs for their job responsibilities & empower
them to meet their goals
When delegating, I choose the person based on
4 his or her experience, developmental need, and 1 2 3 4 5 6 7 8 9 10
current assignments
I place my personal emphasis on planning,
5 coaching, and motivating rather than doing task 1 2 3 4 5 6 7 8 9 10
others can do
When a problem occurs with something I have
6 delegated, I give the person a chance to resolve 1 2 3 4 5 6 7 8 9 10
it before I intervene
With my staff, I set specific and measurable
7 goals that have clear milestones/dates of 1 2 3 4 5 6 7 8 9 10
completion
I explain clearly the roles & responsibilities of
8 1 2 3 4 5 6 7 8 9 10
each of my staff members
I explain how the goals and priorities of each of
9 my staff members aligns with the overall 1 2 3 4 5 6 7 8 9 10
organization goals

233
 Almost never---------------------Almost always

1 2 3 4 5 6 7 8 9 10 Don't
Know

10 I regularly include my team members in the 1 3 4 5 7 8

2 6 9 10
development of their goals
I discuss with each of my staff what is needed to
11 1 2 3 4 5 6 7 8 9 10
exceed work expectations
Throughout the year, I work with my staff to
12 revisit and edit goals to align with changing 1 2 3 4 5 6 7 8 9 10
business needs
I work with my staff to identify obstacles that
13 1 2 3 4 5 6 7 8 9 10
may hinder performance
I track performance and prioritize activities
14 1 2 3 4 5 6 7 8 9 10
based on impact to clients and business
I track performance and relate it to corporate
15 1 2 3 4 5 6 7 8 9 10
successes, goals, and achievements
I meet regularly to review progress and set
16 1 2 3 4 5 6 7 8 9 10
priorities with my staff
I maintain accurate records of each persons
performance throughout the year to ensure a
17 1 2 3 4 5 6 7 8 9 10
balanced perspective when assessing my
employees at mid-year and year-end
I accurately identify strengths and development
18 1 2 3 4 5 6 7 8 9 10
needs in others

19 I provide timely feedback and coaching 1 2 3 4 5 6 7 8 9 10

I let my staffs know either when they are

20 performing well or when their results are not up 1 2 3 4 5 6 7 8 9 10
to par
I give specific, constructive, and actionable
21 1 2 3 4 5 6 7 8 9 10
feedback
I assign challenging tasks to accelerate my
22 1 2 3 4 5 6 7 8 9 10
staffs' learning, and development
I ensure my feedback discussions are a two-way
23 1 2 3 4 5 6 7 8 9 10
dialogue
I coach each of my staffs in the different ways
24 by considering their competence & development 1 2 3 4 5 6 7 8 9 10
needs
I provide rewards based on clearly defined
25 1 2 3 4 5 6 7 8 9 10
performance criteria
I provide rewards based equally on results and
26 1 2 3 4 5 6 7 8 9 10
the actions taken

234
 Almost never---------------------Almost always

1 2 3 4 5 6 7 8 9 10 Don't
Know

I recognize the preference for recognition and

27 1 2 3 4 5 6 7 8 9 10
reward of my direct reports
I give credit as well as acknowledge
28 contributions
-
and efforts of my direct reports 1 2 3 4 5 6 7 8 9 10
publicly
I develop innovative ways to recognize and
29 1 2 3 4 5 6 7 8 9 10
reward my employees

30 I share wins and successes with my team 1 2 3 4 5 6 7 8 9 10

I look for ways to motivate my direct reports,

31 1 2 3 4 5 6 7 8 9 10
especially during difficult times
I involve others in shaping plans and decisions
32 1 2 3 4 5 6 7 8 9 10
that affect them
I convey trust in my staffs' competence to
33 1 2 3 4 5 6 7 8 9 10
perform their job

34 I inspire people to excel 1 2 3 4 5 6 7 8 9 10

I adapt my approach to motivate each individual

35 by assessing the most effective rewards and 1 2 3 4 5 6 7 8 9 10
leveraging them to get the best performance
I creates an environment that accommodates the
36 1 2 3 4 5 6 7 8 9 10
best performance

235
 Leadership Skills Questionnaires
..=t
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236
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21 1 2 3 4 5 6 7 8 9 10

237
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238
 SET3

Appendix B

Leadership Styles Questionnaire: Rater Form-English

l~atcr MLQ Multifactor Leadership Questionnaire

Form Rater Form 5x-Short -36 uestions

This questionnaire is to describe leadership style of your manager whom you are rating as
you perceive it Please answer all items on this answer sheet

Thirty six descriptive statements are listed on the following pages Judge how frequently each
statement fits him/her The word "other" may mean your peers, clients, direct reports,
supervisors, and/or all of these individuals

Use the following rating scale:

1 = almost never 2 = rarely 3 = seldom 4 = once in a while 5 = occasionally

6 = sometimes 7 =fairly often 8 =usually 9 =very frequently 10 =almost always

Almost never---------------------Almost always

The person I am rating Don't
1 2 3 4 5 6 7 8 9 10 Know
Provides me with assistance in exchange for
1 1 2 3 4 5 6 7 8 9 10
their efforts
Re-examines critical assumptions to question
2 1 2 3 4 5 6 7 8 9 10
whether they are appropriate
1 2 3 4 5 6 7 8 9 10
3 Fails to interfere until problems become serious

Focuses attention on irregularities, mistakes,

4 1 2 3 4 5 6 7 8 9 10
exceptions, and deviations form standards

Avoids getting involved when important issues

5 1 2 3 4 5 6 7 8 9 10
arise

Note: Copy righted materials in this survey are partly revealed in this copy of dissertation.

239
 Leadership Styles Questionnaire: Rater Form-Thai
a
. ... I '1 o
.. .
Q.I

!11J1H'Hl1HlllJlnt.l1fl1J1u!l1J1J'UfN.fll1~~'Ul (Leadership Styles)

H.all'r
Form o v ,, .. I .::it.
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QI O I 0 QI I . QI

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2 ' 1 2 3 4 5 6 7 8 9 10
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1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Note: Copy righted materials in this survey are partly revealed in this copy of dissertation.

240
 SET4

Leadership Skills Questionnaire

l{akr
Leadership Skills Questionnaire -36 questions
Form

This questionnaire is to describe Leadership Skills Questionnaire of your manager whom you
are rating as you perceive it Please answer all items on this answer sheet
Thirty six descriptive statements are listed on the following pages Judge how frequently each
statement fits him/her The word "other" may mean your peers, clients, direct reports,
supervisors, and/or all of these individuals
Use the following rating scale:

1 = almost never 2 = rarely 3 =seldom 4 =once in a while 5=occasionally

6 =sometimes 7 =fairly often 8 =usually 9 =very frequently 10 =almost always

Almost never---------------------Almost always

The person I am rating Don't
1 2 3 4 5 6 7 8 9 10 Know

1 ... often delegate important ta~ks to his/her staff 1 2 3 4 5 6 7 8 9 10

When delegating a task, he/she provides all
required information, including expected
2 1 2 3 4 5 6 7 8 9 10
deliverables, metrics, timeframes, context, and
stakeholders
When delegating a task, he/she conveys trust in 1 2 3 4 5 6 7 8 9 10
3 his/her staffs for their job responsibilities &
empower them to meet their goals
When delegating, he/she choose the person
4 based on his or her experience, developmental 1 2 3 4 5 6 7 8 9 10
need, and current assignments
... place his/her personal emphasis on planning,
5 coaching, and motivating rather than doing tasks 1 2 3 4 5 6 7 8 9 10
others can do
When a problem occurs with something he/she
6 has delegated, he/she give the person a chance 1 2 3 4 5 6 7 8 9 10
to resolve it before he/she intervenes
With his/her staff, he/she sets specific and
7 measurable goals that have clear milestones/ 1 2 3 4 5 6 7 8 9 10
dates of completion
... explain clearly the roles & responsibilities of
8 1 2 3 4 5 6 7 8 9 10
each of his/her staff members
... explain how the goals and priorities of each
9 of his/her staff members align with the overall 1 2 3 4 5 6 7 8 9 10
organizational goals
10 ... regularly includes his/her team members in 1 2 3 4 5 6 7 8 9 10
the development of their goals
... discuss with each of his/her staff what is
11 1 2 3 4 5 6 7 8 9 10
needed to exceed work expectations

241
 Almost never---------------------Almost always

The person I am rating 1 2 4 5 7 8 9 10 Don't

3 6
Know

Throughout the year, he/she works with he/she

12 staff to revisit and edit goals to align with 1 2 3 4 5 6 7 8 9 10
changing business needs
... works with his/her staff to identify obstacles
13 1 2 3 4 5 6 7 8 9 10
that may hinder performance
... tracks performance and prioritizes activities
14 1 2 3 4 5 6 7 8 9 10
based on impact to clients and business
... tracks performance and relates it to corporate
15 1 2 3 4 5 6 7 8 9 10
successes, goals, and achievements
... meets regularly to review progress and set
16 1 2 3 4 5 6 7 8 9 10
priorities with his/her staff

... maintains accurate records of each person' s

performance throughout the year to ensure a
17 1 2 3 4 5 6 7 8 9 10
balanced perspective when assessing his/her
employees at mid-year and year-end

... accurately identifies strengths and

18 1 2 3 4 5 6 7 8 9 10
development needs in others

19 ... provide timely feedback and coaching 1 2 3 4 5 6 7 8 9 10

... let his/her staffs know either when they are

20 performing well or when their results are not up 1 2 3 4 5 6 7 8 9 10
to par
... gives specific, constructive, and actionable
21 1 2 3 4 5 6 7 8 9 10
feedback
... assign challenging tasks to accelerate his/her
22 1 2 3 4 5 6 7 8 9 10
staffs learning, and development
... ensures his/her feedback discussions are a two
23 1 2 3 4 5 6 7 8 9 10
-way dialogue
... coaches each of his/her staffs in the different
24 ways by considering their competence & 1 2 3 4 5 6 7 8 9 10
development needs
... provides rewards based on clearly defined
25 1 2 3 4 5 6 7 8 9 10
performance criteria
... provides rewards based equally on results and
26 1 2 3 4 5 6 7 8 9 10
the actions taken
... recognizes the preference for recognition and
27 reward of his/her direct reports 1 2 3 4 5 6 7 8 9 10

242
 Almost never---------------------Almost always

The person I am rating Don't

1 2 3 4 5 6 7 8 9 10
Know

... gives credit as well as acknowledge

28 contributions and efforts of his/her direct reports 1 2 3 4 5 6 7 8 9 10
publicly
... develops innovative ways to recognize and
29 1 2 3 4 5 6 7 8 9 10
reward his/her employees
-

30 ... shares wins and successes with his/her team 1 2 3 4 5 6 7 8 9 10

.. .looks for ways to motivate his/her direct

31 1 2 3 4 5 6 7 8 9 10
report especially during difficult times
... involves others in shaping plans and decisions
32 1 2 3 4 5 6 7 8 9 10
that affect them

... conveys trust in his/her staffs' competence to

33 1 2 3 4 5 6 7 8 9 10
perform their job

34 ... inspires people to excel 1 2 3 4 5 6 7 8 9 10

... adapts his/her approach to motivate each

individual by assessing the most effective
35 rewards and leveraging them to get the best 1 2 3 4 5 6 7 8 9 10
performance
... creates an environment that accommodates
36 1 2 3 4 5 6 7 8 9 10
the best performance

243
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 SETS
Employee Engagement Questionnaire - English
Employee Engagement Questionnaire
Instruction: This questionnaire is to describe 12 descriptive statements concerning employee
engagement The level of engagement is measured via questions on Job Performance
(question no 1-4), Job Satisfaction (question no 5-8) and Job extension (question no 9-12)

Please rate each statement using 10-point scales from 10 =Strongly agree to 1 =Strongly
disagree Please answer, all items by mark X in the column of each statement If an item is
irrelevant, or if you are unsure or do not know the answer, please mark "don't know"

Rating scale:

Strong disagree Neither agree Strongly agree nor disagree

1 2 3 4 5 6 7 8 9 10

Strong disagree--------------------Strongly agree

Engagement statement Don't
1 2 3 4 5 6 7 8 9 10 Know
My job makes me good use of my skills and
1 1 2 3 4 5 6 7 8 9 10
abilities
I know what is expected of me at work and
2 1 2 3 4 5 6 7 8 9 10
acting on it
My work group is committed and acts as one 1 2 3 4 5 6 7 8 9 10
3
team to doing quality work
I regularly receive feedback that helps me
4 1 2 3 4 5 6 7 8 9 10
Improve my performance
5 My supervisor really cares about me as a person 1 2 3 4 5 6 7 8 9 10
I have opportunities at work to grow and
6 1 2 3 4 5 6 7 8 9 10
develop at this company
The organization mission makes me know my
7 1 2 3 4 5 6 7 8 9 10
job is important
I strongly recommend this company as a great
8 1 2 3 4 5 6 7 8 9 10
place to work
9 My manger heightens my desire to succeed 1 2 3 4 5 6 7 8 9 10
My manager increases my willingness to try
10 1 2 3 4 5 6 7 8 9 10
harder
I ask for the materials and equipment I need to
11 1 2 3 4 5 6 7 8 9 10
do my work
At work, I'm inspired to actually do my best
12 1 2 3 4 5 6 7 8 9 10
work every day

247
 Employee Engagement Questionnaire - Thai

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248
 Appendix 4
Workshop on Whole - Brain Based Organization Development
For Transformative Education.
March 7, 2015
By Dr. Sirichai Preudhikulpradab

249
 Appendix 5
Workshop on Responsible Gap for Engagement.
(May 14, 2015)
By Dr. Kitikorn Dowpiset

250
 Appendix 6

Team Building Workshop.

(May 15, 2015)
By Mr. Prayoon Vonglek

251
 Appendix 7
Satisfaction Questionnaire after the training
Explanation: There are two parts in this questionnaire.
Part I: General information
Please put V"'in D

1. Sex D Male D Female

2. I belong to (department) ............................................................................. .

3. Duration of years I am working at SLC

D 1-5 years or below D between 6-10 years

D ·between 11-15 years D between 16-20 years
D between 21-25 years D more than 25 years
4. Education
D Bachelor degree D higher than Bachelor degree
Part II: Satisfaction and Understanding level.

Satisfaction/ understanding
Most: ~ Less
Understanding level 5 4 3 2 1
1 Knowledge before the seminar.
2 Understanding after the seminar.
Knowledge received
1 I am able to use the knowledge
received.
2 I am certain in using the
knowledge I received.
3 I can transfer the knowledge to
others.

1. I learn from the seminars:

1.1 .................................................................. ; ..................................... .

1.2 ·····································•···································································

2. Do you want more seminar D yes D no

252
3. What topics you want, please rank 1, 2 or 3

D Whole Brain Based Organization development for Transformation Education.

D Responsible Gap for Engagement
D Team-building
4. I use my knowledge from the seminar to development in what areas:
4.1 ................................................................... ; ................................. .

4.2 ······································································································

253
 Appendix 8
The comparison of average points of SLC to the average points of others sectors in primary 6 in academic year 2014

I
Subjects Total SLC Provincial level Private Schools · Thailand

Thai language 100 50.79 44.72 47.71 44.88

Social Science 100 58.43 49.98 55.70 50.67

English Subject 100 54.89 35.18 46.65 36.02

r

Mathematics 100 47.35 37.94 43.00 38.06

Science 100 49.50 42.23 46.08 42.13

Health Education 100 58.96 52.54 56.28 52.20

Arts 100 49.93 45.13 49.33 45.61

Occupations and
100 59.76 55.88 59.73 56.32
Technolol!v

254
 The comparison of average points of SLC to the average points of others sectors in secondary 3 in academic year 2014

Subjects Total SLC Provincial level Private Schools Thailand

Thai language 100 36.28 35.10 35.05 35.20

I

Social Science 100 47.56 46.86 46.73 46.79

English Subject 100 29.31 26.71 29.31 27.46

Mathematics 100 33.05 29.83 30.61 29.65

Science 100 41.70 38.78 39.07 38.62

Health Education 100 62.64 59.36 58.45 59.32

Arts 100 45.61 42.81 43.24 43.14

Occupations and
100 47.64 45.75 44.20 45.42
Technology

255
 The comparison of average points of SLC to the average points of others sectors in secondary 6 in academic year 2014

Subjects Total SLC Provincial level Private Schools Thailand

Thai language 100 51.29 52.00 48.53 50.76

I

Social Science 100 37.33 37.57 35.62 36.53

English Subject 100 25.27 23.40 25.95 23.44

Mathematics 100 24.55 22.00 22.15 21.74

Science 100 34.23 33.16 32.15 32.54

Health Education 100 53.15 53.18 , 49.38 51.94

Arts 100 34.44 35.16 33.39 34.64

Occupations and
100 51.27 51.18 45.85 49.01
Technology

256
 The comparison average points of SLC to the average points of other sectors class Primary 6

100

80

60 .SLC

n--. I 1--m L:J--m I. H

• Provincail level
40
tm l(.;~ ,f--m ~!I IJ ~
0 Private Schools

20 lm t ~L11 Lm·l~Lll V.Lm [lm l'Lll IL:Lm VU

0
0Thailand

0
Thai language Social Sceince English Subject Mathematics Science Health Education Arts Occupations and

Technology

257
 The comparison average points of SLC to the average points of other sectors class Secondary 3

100

80

60

.SLC

40
• Provincail level

0 Private Schools
20
0 Thailand

0
Thai language Social Sceince English Subject Mathematics Science Health Education Arts Occupations and

Technology

258
 The comparison average points ofSLC to the average points of other sectors class Secondary 6

100

80

60

.SLC
40
• Provincail level

0 Private Schools

20 0 Thailand

0
Thai language Social Sceince English Subject Mathematics Science Health Education Arts Occupations and

Technology

259
 Appendix 9
Interview guide for teachers, Parents and Alumni
Introduction:

St Louis Chachoengsao is one of the excellent school in our area. We are working for
one of the high performing schools and we want to continuously improve ourselves and our
school systems-to deliver excellent education. It is our collaboration and cooperation that is
essential to attain this today and sustain it through the next years.
We would like to listen to your experience of the success of SLC in the past and carry
over these success today and as we move forward. You have been a part of SLC success and
your contribution is valuable. Please spend some time with us to tell us your story on the
success of SLC and your aspirations to make it better through the next years ahead.

1. Tell the story when you have experienced St Louis Chachoengsao as a high performing
school?
What was happening that you consider it a High performing school?
What was your contribution that made SLC a high performing school?
What was your team's contribution that made SLC a high performing school?
What was the contribution of the leadership that made SLC a high performing school?

2. What do you value most about the following in SLC?

- Leadership
- Teachers and staff contribution
- Academic standard
- Contribution to the community
-Team work
- Personal performance in the school
- Team performance in the school
- School community collaboration and cooperation

3. What three wishes would you make for SLC so that it may become a more high
performing school:
- Leadership
-teacher and staff engagement in work
-teacher and staff performance,
-teamwork

What do you want to have more of?

What do you want to have less of?

260
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263
 Appendix 10
Some successful Alumni:

SLC
Name - Surname Position
No.
-
1 Mr. Sunant Arunnopparat 3086 Head of Ministry of Agriculture.

2 Mr. Sutha Saivanich 2649 Vice government of Nakonnayok

3 Mr. Surachai Chaivat 1260 Dentist

4 Mr. Bamrung Tanjittiwat 676 Dean of Laws

5 Mr. Parinya Tewanaluemithkul 5650 Vice Rector, Thammasart University

6 ABBOT Pimolpawanapithan 5265 Vice Abbot of Sothorn Temple

7 Mr. Wuthipong Chaysaeng 2842 Member of Parliament

8 Mr. Kittiphong Kittayarak 3039 Lawyer

Police lieutenant General
9 2345 Assistant Police Commander
Vinai Thong Song
10 Mr. Sathaporn Chantorn 2891 Dentist

11 Major General Kitphan Thanchawanich 1731 Media, Thai Army

12 Police General Wiroj Phaholwet 1868 Assistant Police Head Quarters

13 Admiral Charnchai Chaleornsuwan 1004 Assistant Commander

14 Mr. Surangsri Chongwiwatsunthorn 333 Doctor

15 Police General Somchay Wanichseni 276 Assistant Police Commander

16 Mr. Uthai Uthaisri 113 Ministry of Finance

17 Mr. Sombat Sueapsamarn 33 Governor

18 Mr. Chaturon Chaysaeng 2282 Vice Prime Minister

19 Fr. Watchara Saengchareong 8935 Camillian Society

20 Mr. Suraphol Charupongs 3973 Ministry of Agriculture

264
 Appendix 11

Criteria for Outstanding teachers evaluation

1. The rewards are for teachers working in the schools of Saint Gabriel's Foundation only.
2. There are 8 awards; one award for one class level; and another two for the school
administrator and the best research paper and best class observation results and the
supporting teacher.
3. Teacher who receives the first prize will get 50,000 baht with the gold medal and certificate
of appreciation, while the first running up will get 10,000 baht with the certificate of
appreciation.
4. Teachers and administrators must work in the schools of Saint Gabriel's Foundation at least
3 years.
5. The evaluation performance is done by the appointing committee each year by the Parents
and Teachers Federation Association.

6. The committee will evaluate the performance based on the actual performance and the papers
submitted to the committee specified each academic year. The concentration will be on
innovative works and creative teaching media.
7. Before sending all the papers and documents to the committee for evaluation, the school
director must sign the consent for those documents.

265
 Appendix 12

Saint c;abriel 's Foundation, Thailand

>JDUiAw:acu~'4A1A1J;fJDU'11~t.l1:g11ft,l1fJ
: '"""t.,,:i~ rn(l m1l!f :'1uo f!<~M ~ri1 .. t1 1-"it:! rtA 't.t1n o; 1nn1 tt>Jln ht1~ 1111" <~ :~. 1 ~ l(• l1' v t' ~J )" 1a' i i:~ ~! h n _-. ,. \ 1u1
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td tMt ! 1 1~-- ~ 11~··· ~n~ tM" , ,,_, 1h•1 1 :t~ ' f UI •.,,,..:: Vt- •·111. ll ~··· t .r r! ~:pj ~'" ~ \,. ~l_ ; Uf 1h 1 1th

-Policies to be implemented in all schools of the

St. Gabriel's Foundation, Thailand.

1. Utilize "Good Governance•• in management.

2. Bring the school to be a "learning.organization"
3. All regulations in the By-laws document must be strictly observed.
4. Future Funds for development must be created in all our schools.
5. Students in each classroom must be at 50 persons or less.
6. Five subjects of text books of the Foundation must be continued and
developed.
7. Team work must be established in all levels of management.
8. A Provincial Councillor who is responsible for a community or
a school must be invited to become one of members of the school
board. (Bro.Director must send a formal invitation letter to him)
9. Pension regulations must be followed by all schools.
10. Safety measures with standards must be certified/insured for
buildings, vehicles, electric-system, air-condition-system, wastewater
treatment, d~!tking \Va.t~r tab~, tan.lcs, e~c.
11. Succession plan must be prepared for our collaborators and all key-
persons.
12. Qualified teachers, personnel devefopmenf projects, geniifo-e system
for management and our authentic leadership must be consistently
checked and evaluated to ensure our sustainability in our educational
mission.
13. Set the school system to '4world class standard"
14. Sor Mor Sor standard must be in the excellent level.
15. Students must pass the nationaltest standard. (50% up)
16. ·Montfort Education Charter must be implemented in the process of
our learning.
17. Catholic atmosphere must be realized, felt and imbued with love,
justice and compassion.
18. Construction plan must be submitted before hand with : written
project, approved Master plan, blueprint and financial plan.
19. Vocation promoter and head of campus ministry must be
encouraged to work seriously and co-operatively by Bro Director.
20. Financial balance sheets must be done and checked by authorized
auditors.
21. Asset account must be done and checked regularly by a set team.
22. Financial matters must be observed in accordance with the law.

266
23. Two out of three authorized names must be signed in all our bank
accounts.
24. Health consciousness must be our concern : proper food, clean air,
good exercises, enough rest, cheerful spirit (tension free}, health
checked, etc.
25. IT network through SWIS must be encouraged in all our schools.

All Directors should conform to the above policies and try your
best to implement them for the benefits of our students and the school in
the spirit of oneness of alJ our schools.

Yours in Christ, Mary and Montfort,

(Brother Surasit Sukchai)

Provincial Superior
May 4, 2014

267
 Appendix 13
Budget for Road Map (2015-2016)

Amounts
Theme Name of the development Plans Details of expenses
Approved
1 Leadership development course 1 I. Experts' fees. 20,000
day f.or 34 people 2. Food 34 x 100. 3,400
3. Breaks x 34 x 100. 3,400
4. Materials 34 x 200. 6,800
5. Games equipments. 10,000
6. Miscellaneous. 5,000
Total 48,000
2 Professional skills development 1. Experts' Fees. 10,000
for personnel. (October or April 2.Food 18,000
for teachers; and workers) 3. Break 9,000
4. Materials 10,000
5. Games instruments 5,000
6. Miscellaneous 8,000
Total 60,000
3 English Communication training 1. Teachers 35,000
course for teachers and students 2. Trips and outing camp* 40,000
3. Materials and books 10,000
4. food 6,000
5. break 4,000
6. Miscellaneous 6,000
Total 101,000
4 To improve the performance of 1. Experts + teachers 30,000
students and teachers in Education 2. Materials for training 5,000
quality 3. Prizes+ awards 8,000
4. Refreshments 5,000
5. Completion Certificates 10,000
ceremony.
6. Miscellaneous 8,000
Total 66,000
5 Effective teaching program for 1. Experts' fees (2 persons) 40,000
teachers; 30 teachers. October and 2. Food 5 days 9,000
April (PTA budget) 3.Breaks, twice a day 15,000
4. Materials for the program 10,000
5. Miscellaneous 2,000
Total 76,000
Note: * Supporting from parents: 5,000 per students for camping.

268
 Appendix 14

Saint Louis School Chachoengsao

128 Supakit Rd .. Muang, Chachoengsao. ?.4000 THAILAND. Tel: 0 -3853 ·5500. Fax: 0 ·3853·5501. 0-3853 -5487
Homepagit http://www.sl.ac. th E-mail: sl4ilsl.ac.th
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269
 1July2015

Request for help PTA:

The school is planning to organize the development program for teacher called:
"Effective teaching program for teachers" In May and April every academic year, duration of
3-5 days. Each time will spend about 76,000 bath for 15 teacher teaching Science and
Mathematics; another group is for English teachers.

So, it is the request for cooperation of PTA to support the training program.

)~~_,µ__
Bro.Achin Tengtrakul

270
 The expenses 5 days, 2 batches

1. Expert 2,000 bath a day 40,000 bath

2.Food 9,000 bath

3.' Snack twice a day 15,000 bath

4. Articles and materials 10,000 bath

5. Miscellaneous 2,000 bath

Total 76,000 bath

271

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