PRINCIPAL CHARACTERISTICS OF SCHOOL GOVERNANCE EFFECTIVENESS

This quantitative study aimed to investigate essential factors affecting the effectiveness of schools through governance, with a particular focus on executive characteristics and their relationship to the effectiveness of schools as well as by reviewing the influence of the National Education Act 2542 B.E. Descriptive and inferential statistical analyses of survey data collected from 37 participants using one-sample t-tests, ANOVA, and multiple regression yielded that: (1) all indices of the characteristics of executives were reported to have been implemented to a great extent, based on mean scores greater than 3.50, with corresponding low standard deviations indicating a strong degree of homogeneity in responses; but (2) the only significant characteristics of executives statistically are initiative and creativity (IC) as well as morality and ethics (ME). All indicators of school effectiveness (high academic achievement [HAA], a positive attitude [PA], adapting to the environment/adapting to change [AA], and resolving problems [RP]) were provided in implementation to a high degree; the statistically significant indicators of this type of effectiveness are: (1) high academic achievement and (2) positive attitude and adapting both internally and externally to the environment. The National Education Act 2542 (B.E.2542) did not significantly affect the moderating effect; however, it significantly affected the effectiveness of schools in relation to adaptation to the environment. The regression analysis indicated that the aggregate characteristics of executives accounted for only 18% of the variance in school effectiveness and that the overall regression model was not statistically significant, suggesting that the identified executive characteristics have little predictive value for students' academic achievement. Based on this study, the findings support the view that attributes such as executive initiative and creativity, along with moral and ethical leadership, are primarily responsible for effective governance, but many broader contextual and systemic factors also impact the effectiveness of schools. Good governance principles such as accountability, transparency, participation, and a strategically focused vision will be critical for strong leadership and for sustaining effective, functional organizations.