Abstract

              The objectives of this research were: (1) to study the Teachers development in internal school quality assurance based on the four paths of accomplishment of basic educational Schools under the local administrative           organization chaiyaphum province Local Administration Organization, and (2) to compare the teacher development in school quality assurance according to four paths of accomplishment of Basic Educational School under the Chaiyaphum Local Administration Organization, classified in the individual status and the school’s size. The sample was 273 persons taken from comparing a number of population and the sample from the table of Krejcie and Morgan. This sample was taken from the multistage random sampling. The research instrument for the data collection was 61 questions of the five-rating-scale questionnaire with 0.38 - 0.92 of its discrimination and 0.97 of its reliability. The statistics for data analysis, actually done in the Statistical Packet for the Social Science (SPSS) was percentage, mean, standard deviation, t-test (independent sample), and f-test (one-way ANOVA).

                        1. The teacher development in school quality assurance according to four paths of accomplishment of Basic Educational School under the Chaiyaphum Local Administration Organization was found that the teacher development in school quality assurance according to four paths of accomplishment of Basic Educational School as a whole was in the high level (= 3.68). When each aspect was considered, the highest practice was the educational quality assessment (= 3.78). The inferior practice was to keep the educational quality assessment system (= 3.76). Finally, the practice in the low level was to make a plan of the educational quality assessment (= 3.63).                  

              2. A result of comparing the teacher development in school quality assurance according to four paths of accomplishment of Basic Educational School under the Chaiyaphum Local Administration Organization was found that the teacher development in school quality assurance according to four paths of accomplishment, classified in educational degree and working experience as a whole was not different. When each aspect was considered, it was found that all eight aspects were not different.