Impact of Principal Leadership Styles on Teacher Job Performance : An Empirical Investigation

Assignment 2     :  Analysing the research paper

Submitted by     : Nang Aye Aye Htun

St. ID                  : 236511001     

Date                    : 22 / 9/ 2566

Research paper :     https://drive.google.com/file/d/1wNhktB3apz7cFtbIwq1-SRSDnR0mk8FN/view?usp=share_link 

Research title :  Impact of Principal Leadership Styles on Teacher Job Performance : An
                            Empirical Investigation

Researchers : Khalida Parveen, Phuc Quang Bao Tran, Tribhuwan Kumar and Akhter Habib Shah

Khalida and Phuc are from Faculty of Education, Southwest University of Chongqing, China. Tribhuwan is from the Department of English Language and Literature, College of Science and Humanities at Slain, Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia. Akhter is from the Department of English, College of Science and Humanities at Al Char, Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia, too. 

Research Background : This research was conducted to investigate the relationship and effect of principal leadership styles on teacher job performance at public secondary schools in Faisalabad city, Punjab, Pakistan. The research is conducted through the questionnaires with 102 principals and 512 teachers. The results revealed that the leadership styles has the strong and positive impact on teacher job performance from the aspect of autocratic, democratic, and laissez-faire leadership styles. In this research, there are four objectives, five research questions and four hypotheses.

1. Type of Research : Qualitative research 

This is a qualitative research because the researchers used the questionnaire to collect the data. In this research, two instruments developed by Imhangbe et al. (2018) were adopted and slightly modified to match the educational context in Pakistan : 

1. Questionnaire for principal leadership style (QPLS) - for the teachers to assess their principals’ leadership style and the perceived effect on their job performance
2. Questionnaire for teacher job performance ( QTJP) - for the principals to rate their teachers’ job performance

The first questionnaire (QPLS)  consists of three parts: Part A for demographic information, part B  contains 18 items, six items for each leadership style. These two parts were measured by 3-point Likert scale of “always = 3”, sometimes= 2” and “never=1”. Part C has 30 items which are combined with the questions based on autocratic leadership ( Q 1-10) , democratic leadership ( Q 11-20), and laissez -faire leadership ( Q 21-30). This part C is assessed with a 4-point Likert scale with the values of “strongly disagree =1”, disagree=2”, “agree=3”, and strongly agree=4”.

The second questionnaire QTJP was composed of two portions.The first portion is about participant demographics. The second portion is integrated by five subparts utilizing items from Hsiang (2012) “ Teachers’ job performance Questionnaire” which include teaching lessons, lesson planning, lesson evaluation, handling student discipline, and classroom management.

2. Variables in the Research 

The independent variable in this research is the leadership style. The dependent variable is the teachers’ performance because the performance can be manipulated by the leadership style. 

3. Sampling Design

The random sampling technique was used to draw a sample from the population. Accordingly, 115 principals and 600 teachers were approached to get data, of which 614 respondents (i.e., 102 principals and 512 teachers) finally contributed to the study. 

4. Measurement Design

In this research, the researchers used questionnaires as the instruments. These instruments are also approved  by the Education Department of Faisalabad city, Pakistan to collect the data. The researchers devoted 2 months to data collection. After the collection of valid questionnaires, proper statistical tools, i.e., percentages, correlation, and regression analysis, were adopted to check the reliability and ascertain the hypotheses. After data screening, percentages were performed to assess the persistently used principal leadership styles. 

In this study, the regression analysis was performed to envisage the value of the one variable on other variables, i.e., principal leadership style and teacher job performance. Additionally, t-test and ANOVA were calculated to verify the proposed hypotheses. Given the verification of Hypotheses 2, 3, and 4, the Pearson’s correlation was employed. For the testing purpose of all hypotheses, the level of significance of alpha (p < 0.05) was used as the threshold value. 

For all the schools involved, the researchers first obtained permission from the Punjab Educational Bureau. A detailed description of the questionnaire was also provided to the principals and the teachers. Neither a principal nor a teacher was forced to participate in the study or to fill out the questionnaire. The researcher also asked their opinion before distributing the questionnaire. 

5. Statistical Design

The statistical design that is used in this research is correlational design. The statistical tools, i.e., percentages, correlation, and regression analysis, were adopted to check the reliability and ascertain the hypotheses. After data screening, percentages were performed to assess the persistently used principal leadership styles. Additionally, multiple regression analysis was employed to ascertain the first hypothesis. In this study, the regression analysis was performed to envisage the value of the one variable on other variables, i.e., principal leadership style and teacher job performance. Additionally, t-test and ANOVA were calculated to verify the proposed hypotheses. Given the verification of Hypotheses 2, 3, and 4, the Pearson’s correlation was employed. For the testing purpose of all hypotheses, the level of significance of alpha (p < 0.05) was used as the threshold value. 

6. Internal and External Validity of the Research

Internal validity of the Research

In this research, the two types of questionnaires were used which are questionnaire for principal leadership style and questionnaire  for teacher job performance. These two instruments were verified by a panel education experts. Moreover, the approval for the data collection was also granted by the Education Department of Faisalabad city, Pakistan. Most importantly, both the questionnaires were adjusted to align with the participants. To be able to collect the accurate data, the questionnaires were written in English and Urdu ( the language spoken in Faisalabad). This is great support for the participants in helping them answering the questions easily and more accurately because most of the Punjabis are fluent in Urdu compared to English. To check the reliability, the researchers used percentage , correlations and regression analysis were used . Moreover, to verify the hypothesis, t-test and ANOVA were also used to calculate the collected data.

External validity of the Research

The participants that are participated in this research were not forced . They volunteered . The researchers also asked the participants’ opinion first. Then, the researchers make sure that the participants have a good understanding of the questions asked the questionnaires. In addition, this research limits its scope of context to public secondary schools of a city in a South Asia-based developing country. Moreover, in this research, only three leadership styles were conceptualized in the path-goal theory.  According to the results, the researchers suggested that the sole use or integration of autocratic and/or democratic leadership styles should be adopted in the public secondary schools to optimize the teacher job performance in the long run.

“How School Leadership Influences Student Learning A Test of “The Four Paths Model”

Assignment 2: 143400 Seminar on Dissertation

 

Nutthakarn O.

“How School Leadership Influences Student Learning A Test of “The Four Paths Model”

Kenneth Leithwood University of Toronto kenneth.leithwood@utoronto.ca Jingping Sun University of Alabama jsun22@ua.edu Randall Schumacker University of Alabama rschumacker@ua.edu Paper to be presented at the annual conference of the American Education and Research Association, New York, April 2018

 

This paper is a quantitative research study that examines the indirect contributions of school leadership to student learning. The study uses a partial replication approach to generalize the results from Ontario to Texas schools. The authors propose a Four Paths Model that identifies four key areas of school leadership that indirectly influence student learning: Rational Path, Family Path, Developmental Path, and Teacher Path. The study finds that the Rational Path and Family Path have the strongest indirect effects on student learning, while the Teacher Path has the weakest. The study also provides insights into the specific leadership practices that contribute to student learning in each of the four paths. The authors conclude that school leaders can have a significant impact on student learning through their indirect contributions, and that future research should aim to include data from a larger sample of schools.

Type of Research

    This study is quantitative research as it involves statistical analysis of data collected from surveys and standardized tests

Variables in the Research

    The research identifies 12 variables that are grouped into four paths in the Four Paths Model. These variables are:

1. Rational Path: Academic Press (AP), Developmental Curriculum (DC), and Use of Instructional Time (UIT)

2. Family Path: Parental Involvement (PI), Home Environment (HE), and Student Mobility (SM)

3. Developmental Path: Student Self-Concept (SSC), Teacher Expectations (TE), and Teacher-Student Relationships (TSR)

4. Teacher Path: Teacher Professionalism (TP), Teacher Collaboration (TC), and Teacher Efficacy (TEF)

 

These variables are used to measure the indirect effects of school leadership on student learning through the Four Paths Model

 

Sampling Design

The study used a smaller survey sample size of 81 schools, and the unit of analysis for the analyses was the school. The sample of teachers providing data for the study was quite large (1779). The authors suggest that future research on the Four Paths model should aim to include data from at least 100 schools

 

Measurement Design

The paper uses a quantitative research design to measure the indirect effects of school leadership on student learning through the Four Paths Model. The study uses a partial replication approach to generalize the results from Ontario to Texas schools. The authors collected data from surveys completed by teachers and principals in 81 schools in Texas. The study uses multiple regression analysis to test the relationships between the Four Paths variables and student achievement, while controlling for student socio-economic status (SES). The study also uses reliability analysis to test the internal consistency of the scales used to measure the Four Paths variables.

 

Statistical Design

The study uses a mixed-methods research design that combines quantitative and qualitative data. The quantitative data were collected through surveys completed by teachers and principals in 81 schools in Texas. The study uses multiple regression analysis to test the relationships between the Four Paths variables and student achievement, while controlling for student socio-economic status (SES). The study also uses reliability analysis to test the internal consistency of the scales used to measure the Four Paths variables. The qualitative data were collected through interviews with principals and teachers in a subset of the schools.

 

Internal and External Validity of the Research

The internal validity of the research refers to the extent to which the study's findings are accurate and can be attributed to the variables being studied. The study uses a mixed-methods research design that combines quantitative and qualitative data to test the relationships between school leadership and student learning. The study uses multiple regression analysis to test the relationships between the Four Paths variables and student achievement, while controlling for student socio-economic status (SES). The study also uses reliability analysis to test the internal consistency of the scales used to measure the Four Paths variables. The study's internal validity is strengthened by the use of these statistical tests and the careful selection of variables to be studied 

The external validity of the research refers to the extent to which the study's findings can be generalized to other populations and settings. The study uses a partial replication approach to generalize the results from Ontario to Texas schools. The authors collected data from surveys completed by teachers and principals in 81 schools in Texas. While the sample size is relatively small, the study's external validity is strengthened by the use of a mixed-methods research design that combines quantitative and qualitative data and the careful selection of variables to be studied.

 

Limitation

The study has several limitations that should be considered when interpreting the findings. First, the study uses self-reported data from teachers and principals, which may be subject to social desirability bias. Second, the study's sample size is relatively small, which may limit the generalizability of the findings to other populations and settings. Third, the study focuses on the Four Paths model of school leadership, which may limit the generalizability of the findings to other models of school leadership. Finally, the study's cross-sectional design does not allow for causal inferences to be made about the relationships between school leadership and student learning.

Future research can address the limitations of this study by using larger sample sizes and more diverse populations to increase the generalizability of the findings. Researchers can also use more objective measures of school leadership and student learning to reduce the potential for bias in the data. Longitudinal designs can also be used to establish causal relationships between school leadership and student learning. Finally, future research can explore the relationships between school leadership and other outcomes, such as teacher retention and job satisfaction, to provide a more comprehensive understanding of the impact of school leadership on schools.

Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development.

Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development.

Moulds, Clifton Perry, "Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development" (2012). Electronic Theses and Dissertations. 204.  https://egrove.olemiss.edu/etd/204   University of Mississippi, USA.

                                                                                                                          Arpharanee Thaikla

Research Objectives

    The purpose of this study was to determine the extent to which the Balanced Scorecard is currently used in higher education development offices at public institutions in the Southeastern United States, and to determine how beneficial the Balanced Scorecard might be if utilized as an instrument for performance measurement and strategic planning in higher education development offices. 

Research Questions

The study sought to answer the following research questions:

1. What types of metrics are most widely used in individual and institutional performance measurement and strategic planning in development at institutions of higher education?

2. What are the attitudes of development practitioners at institutions of higher education regarding the use of quantifiable metrics in measuring individual and institutional fundraising performance and strategic planning?

3. Is the Balanced Scorecard currently utilized as a tool for individual and institutional performance measurement and strategic planning in development at institutions of higher education?

4. Is the Balanced Scorecard an applicable tool for individual and institutional performance measurement and strategic planning in development at institutions of higher education?

Research hypotheses  1. There is no significant relationship between the size of an institution’s student body and the use of quantifiable performance metrics and strategic planning tools within that institution’s development office. 2. There is no significant relationship between the number of years a survey respondent has worked in the field of development and the respondent’s opinions towards the value of quantifiable performance metrics and strategic planning tools in higher education development. 3. There is no significant relationship between the number of years a survey respondent has worked in development at his or her current institution and that respondent’s opinions towards the value of quantifiable performance metrics and strategic planning tools in higher education development. 4. There is no significant relationship between the presence of management responsibilities in a respondent’s job description and that person’s knowledge of the Balanced Scorecard. 5. There is no significant relationship between the size of an institution’s student body and that institution’s use of the Balanced Scorecard in the development office.

Type of Research  A mixed methods 

Variables in the Research  

       Basic variable descriptions are as follows: 

Independent variable  1. Size of an institution’s student body. 

                                       2. Number of years a survey respondent has worked in the field of 

                                        development.

                                      3.  Number of years a survey respondent has worked in development                                             at his/her current institution.

                                       4. Presence of management responsibilities. 

                                       5. Size of an institution’s student body.

Dependent variable     1. Use of quantifiable performance metrics.

                                      2. Opinions towards the value of quantifiable performance metrics. 

                                      3. Opinions towards the value of quantifiable performance metrics.

                                      4. Knowledge of the Balanced Scorecard. 

                                      5. Use of the Balanced Scorecard.

Sampling Design

    Quantitative Component : Participants The survey was administered to 364 professional development staff members serving in 21 four-year public institutions of higher education in Alabama, Mississippi, and Tennessee. A total of 52 chose to participate. 

     Qualitative Component : The interview participants then were selected from the 30 respondents to the quantitative survey that did not choose to opt out of future contact. Responses to questions regarding management responsibilities, job descriptions, length of tenure, and job title were used to identify potential interview subjects who represented various levels of seniority and responsibility within the development field including front line fundraisers, middle managers, and executive leaders. Participants were asked to sign a consent form,

Measurement Design

    Quantitative Component : Questionaires ; Collective opinions expressed through a  survey instrument developed by the researcher. Instruments The survey included items intended to obtain basic information regarding the respondents, their offices, their institutions, and their opinions regarding various aspects of performance measurement and the Balanced Scorecard.

    Qualitative Component : Instruments – Interview Guide (Semi-Structured interviews) ; In-depth interviews with development practitioners at various levels of seniority were conducted to better understand the behind individual.

Statistical Design

Quantitative Component : The results of the survey data were statistically analyzed through IBM SPSS version 19 to provide descriptive statistics about biographical information from the respondents such as institution and staff size, number of years in the profession, management responsibilities, performance and strategic planning measurements utilized by their institutions, and opinions about those measurements. Descriptive statistics also were used to assess respondents’ knowledge of the Balanced Scorecard and institutional use of the Balanced Scorecard. Inferential Statistics: Chi-square test 

Qualitative Component : Cross-case analysis of the interview questions was conducted. He has provided a synthesis of the answers to specific questions, identified themes that developed across 37 the interviews, and related conclusions to the research questions. 

Content and Construct Validity : To further refine the instrument, He consulted a panel of experts in the field of development in a small group setting to further establish validity and reliability. This panel of experts 28 consisted of one development professional from Vanderbilt University and two from the University of Mississippi. The panel was convened via conference call and asked to review the revised survey items and provide feedback to improve content and construct of the items.

Internal Validity of the research : Internal Validity examines whether the manner in which a study was designed, conducted, and analyzed allows trustworthy answers to the research questions in the study. ; Cross case analysis and reflective analysis were used to discover themes and constructs.

External Validity of the research : External Validity examines whether the finding of study can be genelized to other contexts. ; The ability to generalize the conclusions of this study may be limited due to the restrictions of the sample and limited geographically and obtained from a sample population. Therefore external validity is poor for studies.

Content Validity (Arpharanee Thaikla)

https://drive.google.com/file/d/1Fqfvw6wAmlP-pd6ZMVqMNYBuJ9B6yC31/view?usp=sharing 

Criterion-related validity

Criterion- Related Validity

by Nang Aye Aye Htun

What is criterion-related validity? 

• evaluate how accurately a test measures the outcome it was designed to measure. 
• To establish criterion validity, you need to compare your test results to criterion variables. 

How to measure criterion validity

Criterion validity is assessed in two ways:

• By statistically testing  a new measurement technique against an independent criterion or standard to establish concurrent validity
• By statistically testing against a future performance to establish predictive validity

Example: Criterion validity

A researcher wants to know whether a college entrance exam is able to predict future academic performance. First-semester GPA can serve as the criterion variable, as it is an accepted measure of academic performance.The researcher can then compare the college entry exam scores of 100 students to their GPA after one semester in college. If the scores of the two tests are close, then the college entry exam has criterion validity.

Types of criterion validity

There are two types of criterion validity.

• Concurrent validity is used when the scores of a test and the criterion variables are obtained at the same time.
• Predictive validity is used when the criterion variables are measured after the scores of the test

Criterion Validity Evaluating Methods

Correlation Coefficients

Correlation coefficients, such as Pearson’s correlation coefficient (r), are used to measure the strength and direction of the relationship between the scores on a test or measurement instrument and the criterion or outcome. A high correlation indicates a strong relationship, suggesting good criterion validity.

Receiver Operating Characteristic (ROC) Analysis

ROC analysis is commonly used when the test or measurement instrument produces dichotomous outcomes (e.g., pass/fail). It evaluates the ability of the test to accurately discriminate between individuals who have the criterion or outcome and those who do not. The area under the ROC curve (AUC) is used as a measure of the test’s predictive accuracy, with higher values indicating better criterion validity.

Sensitivity and Specificity

Sensitivity refers to the proportion of individuals with the criterion or outcome who are correctly identified by the test, while specificity refers to the proportion of individuals without the criterion or outcome who are correctly identified as such. Sensitivity and specificity are typically calculated based on predetermined cutoff scores on the test and are used to evaluate the accuracy of the test in correctly classifying individuals.

Regression Analysis

Regression analysis can be used to predict the criterion or outcome variable based on the scores obtained on the test or measurement instrument. By examining the strength and significance of the regression coefficients, researchers can determine the extent to which the test predicts or correlates with the criterion or outcome.

Known Groups Method

The known groups method involves comparing the scores obtained on the test or measurement instrument between groups that are known to differ in terms of the criterion or outcome. If the test can effectively distinguish between these groups, it suggests good criterion validity.

Construct Validity

By Nutthakan O. 

What is Construct Validity?

What is Construct Validity?

Construct validity serves as a crucial quality indicator in data collection. It ensures that the measurements used effectively capture the underlying theoretical concepts or constructs being studied. By establishing construct validity, researchers ensure that their data collection methods accurately reflect the intended attributes and dimensions of the construct. This helps in preventing biases, errors, and misinterpretations, ultimately enhancing the reliability and credibility of the research outcomes. In essence, construct validity guarantees that the data collected truly measures what it is intended to measure, making it an essential benchmark for the quality of data collection in research.

Types of Construct Validity:

1. Convergent Validity: This examines the extent to which measures of related constructs align with each other. Measures of related traits are expected to correlate positively, indicating a consistent assessment of the underlying construct.

2. Discriminant Validity: This assesses the extent to which measures of unrelated constructs display weak or negative correlations. Measures of distinct concepts should not strongly correlate, confirming their independent assessment.

   
   

   Selecting Unrelated Constructs:

   In testing discriminant validity, it's important to choose theoretically distinct or opposing concepts within the same category. For instance, when assessing introversion, selecting a contrasting trait like extroversion is appropriate. This opposition allows for an expected negative correlation between the measures.

   Measuring Construct Validity:

   Pilot Study: After developing a new measure, conducting a pilot study with a small sample helps evaluate its feasibility, reliability, and validity. This ensures necessary adjustments are made to accurately test the construct.

   Statistical Analyses: Correlations are often employed to assess convergent and discriminant validity by comparing results from your test with established measures. Regression analyses can also gauge whether the measure predicts expected outcomes, reinforcing its construct validity claim.

   Incorporating construct validity measures in research methods enhances the reliability of findings and the confidence in the interpretations drawn from test scores and measurements.

   
   

   Conclusion

   
   

   Ensuring Accuracy: Construct validity safeguards the meaningfulness and credibility of research findings.
   
   

   Construct validity helps researchers ensure that their measurements are meaningful and trustworthy for making valid inferences and conclusions. It involves demonstrating that the operationalization (measurement) of a construct aligns with the theoretical understanding of that construct.

   
   

   
   

The Educational Management Guidelines by using a Community Participation Process for a Child Development Center in Phadungmart Sub- district, Janae district, Nawathiwat Province

by Kanokwann Kanyati and Recha Choosuwan

Education Administration program, Faculty of Education, Prince of Songkla UNiversity, Pattani Campus, Pattani 94000, Thailand

 Received : August 9, 2020 , Revised: Novembe 7, 2020 , Accepted : December 7, 2020

                                                                                                                                Nang Aye Aye Htun

                                                                                                                         Seminer on Dissertaion

1) Background of the research

This research studies the guidelines of educational management by using a community participation process in a Childhood Development Center in Phadungmart Sub-district, Janae District, Narathiwat Province. This study used qualitative research that was designed for this specific research. There were 40 participants who were considered key informants to the research. This group included 10 representatives of the Child Development Center Committee, 9 teachers, children’s parents, and community leaders. A purposive sampling was used to select the participants. Semi-structured interviews were used to collect as much in-depth data as possible. The data was analyzed by a content analysis technique.

2)  The research objective

To study the guidelines for educational management through a community participation process of the Child Development Center of Phadungmart Sub-district, Janae District, Narathiwat Province.

3) The research methodology

It is a qulitative research. The research tool is the interview which was held in a private place. The researcher also allowed the participants to use psedonyms with the purpose of not to affect the informants.

Research tool

Date is collected by semi-structured interview protocal. It is an open interview and the answers of the participants are not limited. In the interview, the participants are also allowed to tell stories or exeriences freely. The purpose for doing this is to build the credibility of the data. 

Tape recording and note taking are used to collect the data from the interview.

Protocol of the interview

1. study relevant reserach documents to determine the framework and scope of the appropriate tools for this research

2. study the principles of creating a semi-structured interview form

3. send the tools to the thesis advisor to check

4. request a letter form to  Department of Education Administration Faculty to verify the accuracy of the tools and methods

5. Inspect the chosen reserach tools by having three experts inspectors

6. modify interview forms based on the advice of experts and professors

7. prepare the complete interview form

Data Collection

1. Data providers were selected by considering whether the person providing the information meets the requirements to be able to discuss problems and provide information on what the researcher wants to study.

2. The researcher sent a document introducing the research and asking for cooperation in data collection.

3. The researcher worked to build good relationships with the key informants in order to establish trust so that they felt comfortable to disclose information that could assist in the objectives of the researcher. 

4. In-depth interviews were conducted, each taking approximately 11/2-2 hours, to gather information in a descriptive format.

5. Date was collected from various related documents for use in data analysis according to research objectives.

6. The interview results were sent to the key informants for confirmation.

7. A summary of the research was made.

* Key informants are the people who are related to the educational management of the Child Development Center in Phadungmat Sub-district.

Data Analysis

This research analyzed data using content analysis techniques. The data was analyzed with the following steps: 

1. The dialogue from all interviews was transcribed.

2. Data management methods were used to sort the data. The researcher prepared the data by putting each type of data in a separate data file according to the characteristics of the data.

3. The researcher re-examined the information in order to consider the accuracy and completeness of the information before using the data for analysis. 

4. The researcher used a content analysis procedure for data analysis. 

5. The researcher defined the key words and ideas related to the issues that need to be studied. The definitions helped to specify a clear direction and framework for conducting research which would be easy to remember, provide consistency, and prevent the overcomplexity of data during data analysis. 

6. The researcher analyzed and presented the data by using Microsoft Word. 

7. Drawing and verifying conclusions were done to include finding patterns, grouping, factor analysis, identification of event associations, conceptual theory links and other discoveries. The success of creating a summary depends on the completeness of the data that is summarized. 

8. The researcher confirmed the correctness of the conclusion by examining the validity and representation of the data with a multi-step method. The methods included collecting data from different data sources to gather the same information, using observation along with questioning while also studying additional information from the source documents, and asking important informants to check the conclusions obtained with the informants after the conclusion of the study.

4) the research findings

The research findings revealed that the guidelines of educational management in this particular study refer to principles and methods of educational management in accordance with the Child Development Center operating standards. There are 6 principles which are listed here. 

(1) Decentralization of educational administration by participation of communities from all regions. There are 4 areas in which these methods are used. The first is that of participation in making decisions and planning, determining measures, and creating guidelines for educational management. The second area is defining various department systems. The third area is establishing a community representative committee. And the final area is the presentation of information 

(2) Participation in the development of the potential of community personnel. This involves training methods such as career skills seminars, personnel education development and building morale in people. The second evaluation of performance is by making a policy plan and checking the implementation of project activities. 

(3) Cooperative management based on mutual trust. There are 2 methods that are used to assess development and system security. 

(4) Integrating knowledge management from communities. There are 3 methods that search for learning resources and local wisdom, planning meetings for integration of local knowledge and wisdom and procuring community folk philosophers. 

(5) Positive empowerment of the community by creating an understanding of the operations of the Child Development Center by using project presentations and inviting community members to join activities of the Child Development Center. The purpose of these activities would be to develop leaders and create engaging forums where all groups can share their ideas. 

 (6) Principles of empowerment from a network outside the Child Development Center by building an attitude of confidence in the Child Development Center. Establishing a parent network can help reach these goals as well as promote and support the development of networks in the community. 

5) Strength and weakness of the research

Although it is a qualitative research, the interview questions are well-designmed with the advice from the experts who are working in Education administration department. The data collection and analysising processes are described in details. so, overall, it is a very clear reserach paper.

6) What I have learned from the research

After reading this reserach, I have realized the importance of community participation in assisting the education sector. In addition, I come to understand that Child Development Center is not just related to the nursey or primary sector only. It is related to every students who are studying for their basic education.