EXAMINING THE RELATIONSHIP AMONG QUALITY

ASSURANCE, STRATEGIC LEADERSHIP AND

SCHOOL-BASED MANAGEMENT TOWARDS

SCHOOL EFFECTIVENESS IN THE ISLAMIC PRIVATE

SECONDARY SCHOOLS IN SOUTHERN THAILAND

BY

MUSAKKID HIMPHINIT

A dissertation submitted in fulfilment of the requirement for

the degree of Doctor of Philosophy in Education

Kulliyyah of Education

International Islamic University Malaysia

AUGUST 2018

ii

ABSTRACT

The purpose of this study is to examine the relationship between quality assurance and

strategic leadership moderated by school-based management towards school

effectiveness in the Islamic private secondary schools in Southern Thailand. The quality

assurance (QA) and strategic leadership (SL) theory are measured and assessed through

the school-based management (SBM) on school effectiveness (SE). The study selects

605 school teachers to complete questionnaire survey out of 683 targeted distribution

from Islamic private secondary schools in Southern Thailand. The statistical techniques

employed in this study include Descriptive Statistics using SPSS version 19,

Confirmatory Factor Analysis (CFA) and full-fledged Structural Equation Modelling

(SEM) with software Analysis of Moment Structures (AMOS) version 20.1 to addresses

the research questions and to the test the research hypotheses. This research finds that

Quality Assurance and Strategic Leadership are moderated by School-Based

Management on School Effectiveness as perceived by teachers. Further analysis shows

that School-Based Management has a direct causal effect on School Effectiveness.

Theoretically, the study finds that School-Based Management positively influences the

Islamic private secondary schools to be effective schools. There are implications for the

study which the Ministry of Education should embrace. As this is the current research

of educational management in Thailand, Quality Assurance, Strategic Leadership and

School-Based Management are some important strategies that reflect the Ministry of

Education’s policy to enhance the quality of education particularly in the Southern

Thailand. This study also recommends more research on the additional underlying

constructs to authenticate the developed model of school effectiveness.

iii

البحث ملخص

يهدف هذا البحث إلى استكشاف العلاقة بين العوامل وتأثيرها على فعالية المدرسة في المدارسونظرية عليمالتودة جضمان وتقييم قياس وتمفي جنوب تايلاند. اةةلامية الخالثانوية الإس

ين مدرس 506 . وشملت الدراسةدرسةالمفعالية في لإدارة الذاتية من خلال القيادة الإستراتيجيةدارس الثانوية الإسلامية مدرسا في الم 386 التي تم توزيعها علىستبيان الا أجابوا على أسئلة

،91نسخة SPSS الإحصاء الوةفي باستخداماستخدم البحث وب تايلاند. نبجالخاةة تحليل مع استخدام برنامج (SEM)ونمذجة المعادلة الهيكلية ،(CFA) وتحليل العامل التوكيدي،

قد و .لتحليل البيانات .1.02 نسخة Analysis of Moment Structures (AMOS) الهيكلة( أن ضمان جودة التعليم تتمثل في أربعة عوامل، CFAكيدي )تحليل العامل التو نتائجأظهرت

واستراتجية القيادة في تسعة عوامل، وإدارة المدرسة في ستة عوامل، وأخيرا الفعالية المدرسية في سبعة عوامل. وأظهرت نتائج البحث كما يرى المدرسون أن ضمان جودة التعليم والاستراتيجية

شر على إدارة المدرسة وفعالية المدرسة. كما أظهر التحليل أن إدارة القيادية لهما تأثير غير مباإلى قد أشار البحثفومن الناحية النظرية، المدرسة لها تأثير سببي مباشر على فعالية المدرسة.

لك يمكن ذلة. مية الخاةلاسلإأن إدارة المدرسة تؤثر بشكل إيجابي على فعالية المدارس الثانوية ا ،وعه في تايلاندن نتائج البحث وتطبقها باعتباره أول بحث من ة التربية والتعليمأن تتبنى وزار

عكس ت التعليم، والاستراتيجية القيادية، والإدارة المدرسة من العوامل التي ودةجن ضمان لأا وةي هذي. و جنوب تايلاندلتحسين جودة التعليم، خاةة في سياسة وزارة التربية والتعليم

.متطور للفعالية المدرسيةنموذج لبناء مزيد من البحوث بإجراء البحث

iv

APPROVAL PAGE

The dissertation of Musakkid Himphinit has been approved by the following:

_____________________________

Azam Othman

Supervisor

_____________________________

Hairuddin Mohd Ali

Co-supervisor

_____________________________

Mohd Burhan Ibrahim

Co-supervisor

_____________________________

Mohamad Johdi Salleh

Internal Examiner

_____________________________

Omar Abdull Kareem

External Examiner

_____________________________

Aref T M Al Attari

External Examiner

_____________________________

Siam Kayadibi

Chairman

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Musakkid Himphinit

Signature ........................................................... Date .........................................

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

EXAMINING THE RELATIONSHIP BETWEEN QUALITY

ASSURANCE AND STRATEGIC LEADERSHIP MODERATED

BY SCHOOL-BASED MANAGEMENT TOWARDS SCHOOL

EFFECTIVENESS IN THE ISLAMIC PRIVATE SECONDARY

SCHOOLS IN SOUTHERN THAILAND

I declare that the copyright holder of this dissertation is Musakkid Himphinit.

Copyright © 2018 by Musakkid Himphinit and International Islamic University Malaysia. All rights

reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research

may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Musakkid Himphinit

……..…………………….. ………………………..

Signature Date

vii

In the name of Allah, the Most Gracious, the Most Merciful

I would like to dedicate this work to my family:

To the memory of my late father, Tok Guru Sham-shuddin (Ayoh), my beloved mother

Yuwairiyah (Ummi), my parent in law Assoc.prof.dr.Ismail (Babo) and Nurama

(Mama) who encouraged, guided and supported me from childhood to the present

time.

Also, my lovely wife Nawal, who sacrificed living as a single mom and provided

constant encouragement during the entire process. To my children, Manal and Naif,

who missed out on a lot of Daddy time while I sought intellectual enlightenment. I

thank all of them for their patience and love you more than you will ever know.

viii

ACKNOWLEDGEMENTS

My utmost gratitude is due to Allah, who in His infinite Mercy gave me the opportunity

on the journey of knowledge. Alhamdulillah for the gifts of sound health and strength

to complete this programme.

I am indebted to many individuals and institutions that instilled knowledge in

my writing this dissertation. First, I would like to express my heartfelt gratitude and

appreciated to Assoc. Prof. Dr. Azam Othman who guided me and given me the

suggestions throughout this study. Without him in particular, it is impossible that I can

complete this academic journey. I would also record my profound sincere appreciation

to Prof. Dr. Hairuddin Mohd Ali and Assoc. Prof. Dr. Mohd Burhan Ibrahim for their

invaluable advice, support and assistance in this study.

My sincere appreciation and gratitude must be given to all the academic and

administrative staff at the Kulliyah of Education IIUM. Recognitions and thanks are

owed also to my colleagues at International Islamic University Malaysia.

In addition, I wish to extend my gratitude to Dr. Lasisi Abbas Ayodele, Dr.

Samsoo, Sa-u, Arris Hassama and Shahrul Fhaizal Bin Shabu and others.

Finally, I thank and specifically acknowledged the patience, endurance, valuable

support, love and cooperation of Deenul Islamic Private School’s Family, Teacher,

Student, Parent and all my friends.

May the Almighty Allah reward you all. Thanks, and God bless you all!

ix

TABLE OF CONTENTS

Abstract .................................................................................................................... ii Abstract in Arabic .................................................................................................... iii Approval Page .......................................................................................................... iv

Declaration ............................................................................................................... v Copyright Page ......................................................................................................... vi Acknowledgements .................................................................................................. viii List of Tables ........................................................................................................... xiii List of Figures .......................................................................................................... xv

List of Abbreviation and Acronyms ........................................................................ xvi

CHAPTER ONE: INTRODUCTION .................................................................. 1 1.1 Introduction........................................................................................... 1 1.2 Background of the Study ...................................................................... 1 1.3 Statement of the Problem...................................................................... 6 1.4 Purpose of the Study ............................................................................. 9

1.5 Research Objectives.............................................................................. 10 1.6 Research Questions ............................................................................... 11

1.7 Conceptual Framework ......................................................................... 12 1.8 Research Hypotheses ............................................................................ 14 1.9 Significance of the Study ...................................................................... 15

1.10 Limitations of the Study ....................................................................... 16

1.11 Definitions of Terms ............................................................................. 16 1.12 Chapter Summary ................................................................................. 18

CHAPTER TWO: LITERATURE REVIEW ..................................................... 19 2.1 Introduction........................................................................................... 19

2.2 Education Setting in Thailand .............................................................. 19 2.2.1 The Constitution of Private Education ........................................ 21

2.2.2 Standards Criteria and Quality Indicators for Private

Schools ........................................................................................ 22 2.3 Islamic Private Schools ........................................................................ 24

2.3.1 Problems and Challenges ............................................................ 26

2.4 Islamic Education Schools in Southeast AsIA ..................................... 28 2.4.1 Islamic Education Schools in Indonesia ...................................... 28 2.4.2 Islamic Education Schools in Malaysia ...................................... 30

2.4.3 Islamic Education Schools in Singapore ..................................... 32 2.5 Strategic Leadership ............................................................................. 34

2.5.1 Theories, Studies and Practices of Strategic Leadership in

Education .................................................................................... 36 2.5.2 Previous Research Findings ........................................................ 44

2.6 Quality Assurance ................................................................................. 48 2.6.1 A Short History of Quality Assurance ........................................ 49 2.6.2 The Quality of Schooling ............................................................ 52 2.6.3 Previous Research Findings ........................................................ 55

2.7 School-Based Management .................................................................. 57

x

2.7.1 The Characteristics of SBM ........................................................ 60

2.7.2 Previous Research Findings ........................................................ 62 2.8 School Effectiveness ............................................................................. 64

2.8.1 The evolution of School Effectiveness ........................................ 65 2.8.2 Previous Research Findings ........................................................ 67

2.9 Chapter Summary ................................................................................. 71

CHAPTER THREE: RESEARCH METHODOLOGY ................................... 76 3.1 Introduction........................................................................................... 76 3.2 Research Design ................................................................................... 76 3.3 Research Setting ................................................................................... 77 3.4 Population and Sampling ...................................................................... 78

3.4.1 Sampling Frame .......................................................................... 79 3.4.2 Determining Sample Size ............................................................ 79 3.4.3 Sampling Technique .................................................................... 81

3.4.4 Response Rate, Data Collection and Handling ........................... 82 3.5 Instrumentation ..................................................................................... 83 3.6 Validity and Reliability......................................................................... 86

3.6.1 Content Validity of the Scale ...................................................... 86

3.6.2 Construct Validity ....................................................................... 87 3.6.3 Reliability .................................................................................... 89

3.7 Pilot Test ............................................................................................... 89 3.7.1 Internal Consistency on Quality Assurance ................................ 90 3.7.2 Internal Consistency and Correlation on Strategic

Leadership ................................................................................... 91 3.7.3 Internal Consistency and Correlation on School-Based

Management ................................................................................ 92 3.7.4 Internal Consistency and Correlation on School

Effectiveness ............................................................................... 93 3.7.5 Validity and Reliability Summary of the Pilot Test .................... 94

3.8 Data Screening ...................................................................................... 95

3.8.1 Missing Data Issue ...................................................................... 96

3.8.2 Outlier Issue ................................................................................ 96 3.8.3 Normality, Linearity and Homoscedasticity ............................... 97 3.8.4 Multi-Collinearity and Singularity .............................................. 99

3.9 Data Analysis Method and Statistical Techniques ............................... 100

3.9.1 Data Screening, Demographic and Construct Analyses .............. 100 3.9.2 Constructs Analysis ..................................................................... 102 3.9.3 Measurement Model Fit for Hypothesized Model ...................... 103

3.9.4 Structural Model Fit for Hypothesized Model ............................ 105 3.9.5 Revised Model ............................................................................. 106 3.9.6 Completing Model ....................................................................... 106

3.10 Chapter Summary ................................................................................ 111

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF

RESULTS ............................................................................................................... 112 4.1 Introduction........................................................................................... 112 4.2 Data Screening Process......................................................................... 112

4.3 Testing the Assumptions....................................................................... 113

xi

4.3.1 Treatment of Outliers .................................................................. 113

4.3.2 Testing the Normality of Data ..................................................... 114 4.3.3 Testing for Multicollinearity, Linearity and

Homoscedasticity ........................................................................ 115 4.4 Descriptive Analysis and Demographic Information ........................... 119

4.4.1 Descriptive Statistics on Variables’ Means, Max, Min, SD,

Skewness and Kurtosis ............................................................... 120 4.5 Establishing The CFA and Full-Fledged Model Based on the

Hypothesized Model of the Study ........................................................ 124 4.5.1 CFA for Quality Assurance (QA) Construct ............................... 125 4.5.2 CFA for Strategic Leadership (SL) ............................................. 128 4.5.3 CFA for School-Based Management (SBM) .............................. 131

4.5.4 CFA for School Effectiveness (SE) ............................................ 133 4.6 Investigating the Causal Relationships among the Latent

Variables (QA, SL, SBM and SE) of the Study ................................... 136

4.6.1 Causal Relationship among Latent Variables ............................. 136 4.6.2 Causal Direct Relationship between QA, SL, SBM on SE ......... 139

4.6.2.1 Direct Relationship between QA and SE ....................... 139 4.6.2.2 Direct Relationship between SL and SE ........................ 140

4.6.2.3 Direct Relationship between SBM on SE ...................... 140 4.6.3 Causal Indirect Relationship between QA, SL through SBM

towards SE .................................................................................. 141 4.6.3.1 Indirect relationship between QA and SE through

SBM ............................................................................... 141

4.6.3.2 Indirect relationship between SL and SE through

SBM ............................................................................... 141

4.6.4 Testing the Model’s Validity, Reliability and Goodness-of-

fit ................................................................................................. 142

4.7 Standardized Causal Effects of the Model of the Study ....................... 145 4.8 The Comparison between the Revised And Moified Models ............... 146 4.9 Chapter Summary ................................................................................. 147

CHAPTER FIVE: DISCUSSION, RECOMMENDATION, AND

CONCLUSION ...................................................................................................... 148 5.1 Introduction........................................................................................... 148 5.2 Discussion of the Findings ................................................................... 148

5.2.1 Quality Assurance ....................................................................... 149 5.2.2 Strategic Leadership .................................................................... 150 5.2.3 School-Based Management ......................................................... 153

5.2.4 School Effectiveness ................................................................... 154 5.2.5 Direct Effect of QA, SL and SBM on SE ................................... 155

5.2.5.1 Direct Causal Relationship of QA on SE ........................ 156 5.2.5.2 Direct Causal Relationship of SL on SE ......................... 157 5.2.5.3 Direct Causal Relationship of SBM on SE ..................... 157

5.2.6 Indirect Effect of QA and SL through SBM on SE..................... 158 5.2.6.1 Indirect Causal Relationship of QA through SBM

on SE .............................................................................. 159 5.2.6.2 Indirect Causal Relationship of SL through SBM on

SE ................................................................................... 160

xii

5.2.7 Validity, Reliability and Model’s Goodness-of-fit .................... 161

5.3 Implication ............................................................................................ 162 5.3.1 Theoretical Implications .............................................................. 163

5.3.2 Managerial Implications .............................................................. 164 5.3.3 Practical Implications .................................................................. 165 5.3.4 The Implications of Islamization of Knowledge ......................... 166

5.4 Limitations of the Study ....................................................................... 168 5.5 Recommendations................................................................................. 169

5.5.1 Recommendations for Future Study ............................................ 170 5.6 Conclusion ........................................................................................... 171

REFERENCES ....................................................................................................... 173

APPENDIX A: PERMISSIONS TO USE AN INSTRUMENT ......................... 187

APPENDIX B: RESEARCH QUESTIONAIRES (ENGLISH VERSION) ..... 188 APPENDIX C: RESEARCH QUESTIONNAIRES (THAI VERSION) .......... 198 APPENDIX D: UNIVARIATE’S EXTREME OUTLIERS .............................. 210 APPENDIX E: MULTIVARIATE OUTLIERS ................................................. 224

APPENDIX F: NORMALITY DISTRIBUTION ............................................... 227

xiii

LIST OF TABLES

Table 2.1 Core Curriculum under Basic Education B.E. 2551 and Islamic

Education B.E.2544 27

Table 2.2 Related Researches on Quality Assurance, Strategic Leadership,

School-Based Management and School Effectiveness 73

Table 3.1 Numbers of Schools and Teachers in Five Provinces in Southern

Thailand 78

Table 3.2 Sample size Determination Table 81

Table 3.3 The Characteristics, Details, Constructs and Sources of the

Questionnaire for the Study 85

Table 3.4 Internal Consistency Test on QA of the Pilot Test Instrument 90

Table 3.5 Internal Consistency Test on SL of the Pilot Test Instrument 91

Table 3.6 Correlation Test on SL of the Pilot Test Instrument 91

Table 3.8 Internal Consistency Test on SBM of the Pilot Test Instrument 92

Table 3.9 Internal Consistency Test on SE of the Pilot Test Instrument 93

Table 3.11 Correlation Test on SE of the Pilot Test Instrument 93

Table 3.12 Internal Consistency Test on SE of the Pilot Test Instrument 94

Table 3.10 Correlation Test on SE of the Pilot Test Instrument 94

Table 3.11 Data Analysis and Statistical Techniques for Every Research

Questions and Hypotheses 108

Table 4.1 Residuals Statistics (Multivariate Outliers Detection) 113

Table 4.2 Correlations 116

Table 4.3 Coefficients 117

Table 4.4 School Teachers’ Demographic Information 120

Table 4.5 Descriptive Statistics of Quality Assurance with Sub-Factors

(Learner, Plan, Process, Input) Means, Standard Deviation,

Minimum, Maximum, Skewness and Kurtoses 122

xiv

Table 4.6 Descriptive Statistics of Strategic Leadership with Sub-Factors

(SO, ST, SA, SI, SC, RE, AB, AD, WI) Means, Standard

Deviation, Minimum, Maximum, Skewness and Kurtoses 122

Table 4.7 Descriptive Statistics of School-Based Management with Sub-

factors (DE, SM, PA, SP, MO, AC) Means, Standard Deviation,

Minimum, Maximum, Skewness and Kurtoses 123

Table 4.8 Descriptive Statistics of School Effectiveness with Sub-Factors

(SE, HI, IL, LO, FM, MP, HR) Means, Standard Deviation,

Minimum, Maximum, Skewness and Kurtoses 123

Table 4.9 Summary of Fitness Indexes for the QA Measurement Model 127

Table 4.10 Summary of Fitness Indexes for SL Measurement Model 130

Table 4.11 Summary of Fitness Indexes for SBM Measurement Model 132

Table 4.12 Summary of Fitness Indexes for SE Measurement Model 135

Table 4.13 Summary of Fitness Indexes of Revised Structural Model 138

Table 4.14 Hypothesis Testing Summary 143

Table 4.15 Summary of Goodness-of-fit Indices of Modified Structural

Model 144

Table 4.16 Maximum Likelihood Estimate of Modified Structural Model 144

Table 4.17 Comparison between Generated and Revised Models 146

xv

LIST OF FIGURES

Figure 1.1 The Conceptual Framework Model 13

Figure 2.1 National Education Standards and Quality Assurance of

Private Education 24

Figure 4.1 Normal P-P Plot of Regression Standardized Residual

(Dependent Variable: SE) 114

Figure 4.2 Scatterplot (Dependent Variable: SE) 115

Figure 4.3 Hypothesized Model of the Study 125

Figure 4.4 Generated Hypothesized QA Model 126

Figure 4.5 Generated Revised QA Model 127

Figure 4.6 Generated Hypothesized SL Model 129

Figure 4.7 Generated Revised SL Model 130

Figure 4.8 The Generated Hypothesized SBM Model 131

Figure 4.9 Generated Revised SBM Model 133

Figure 4.10 Generated Hypothesized SE Model 134

Figure 4.11 Generated Revised SE Model 135

Figure 4.12 Generated Hypothesized Structural Model of the Study 137

Figure 4.13 Revised Structural Model of the Study 139

Figure 4.14 Modified Structural Model of the Study 145

xvi

LIST OF ABBREVIATION AND ACRONYMS

AMOS Analysis of a Moment Structures

AVE Average Variance Explained

CFA Confirmatory Factor Analysis

CFI Comparative Fit Index

DV Dependent Variables

EFA Exploratory Factor Analysis

GFI Goodness-of-Fit Index

IFI Incremental Fit Index

IV Independent Variables

NT National Test

ONESQA Office for National Education Standards and Quality Assessment

ONET Ordinary National Education Tests

OPEC Office of the Private Education Commission

PCA Principal Component Analysis

IPST Islamic Private Secondary Schools in Southern Thailand

KMO Kaiser-Meyer-Olkin

MI Modification Indices

QA Quality Assurance

RMSEA Root Mean Square Error of Approximation

SBM School-Based Management

SEM Structural Equation Modeling

SPSS Statistical Package for Social Sciences

VIF Variance Inflation Factor

1

CHAPTER ONE

INTRODUCTION

1.1 INTRODUCTION

This chapter presents an overview of the study. It begins with the background of the

study, followed by the statement of the problem, which addresses the essentials of the

study. Next, it discusses the purpose, research objectives, research questions, conceptual

framework and hypotheses of the study. This chapter also includes the significance of

the study, its limitations and operational definition and ends with the chapter summary.

1.2 BACKGROUND OF THE STUDY

School effectiveness of Thai education schools, both public and private schools, can be

viewed through school-based management. This is because school-based management

is one of the strategic education’s policies, which aims to improve the quality of

education and increasing the country competition (Zahiri et al., 2014). The 1999

National Education Act emphasizes the importance of quality assurance and national

education standards (Pitiyanuwat, 2007). Thai education is attempting on several

implementations to achieve the quality of education. The principles such as quality

assurance, strategic leadership and school-based management are implementing in the

present. However, the quality of education for Thais is needed to ensure students’

academic achievement (UNESCO, 2011).

Moreover, global demand for strategic education to improve the quality of

education are needed, as it the key impact on people, the economy and the well-being

of the society (Hanushek, Jamison & Woessmann, 2008). This is because when the level

2

and quality of education is poor, policy makers need to review and consider education

reform to gain improvement. In the global trend, effective education is measured by the

student’s outcomes such as the Program for International Student Assessment (PISA)

(Ko, Cheng & Lee, 2016). Hence, the principles to enhance the quality of education are

as follows.

Firstly, school-based management (SBM) is a strategy in education reforms in

this decade. It offers a means to promote improvement by decentralizing control from

the central district offices to individual school sites (Wohlstetter & Mohrman, 1993). It

is the process of delegating the authority from centralization to various school levels.

Several countries have implemented the school-based management system in diverse

ways. For example, in Canada, it is concentrated on financial delegation while Hong

Kong emphasizes on organization management such as allowing parents the flexibility

to be involved and to participate in decision-making. On the other hand, the United

Kingdom and New Zealand are similar, they offer an autonomy to the local community

in decision making and give them accountability in the school’s operations. In contrast,

the United States is different for each state, as some states are responsible in strategizing

school-based management to overcome students’ academic achievement. (Abu-Duhou,

1999). Moreover, SBM creates organizations which are more responsible and

independently sheltered in various situations such as in decision-making, curriculum

design, recruitment, budget allocation etc. (David, 1989). Schools which employ SBM

will have power in hand in operating the school system which allows people join in

decision-making and participation.

However, there are different views among scholars regarding the impact of

school-based management on school effectiveness (Nir & Eyal, 2003). Several studies

have concluded that implementing school-based management in education has more

3

positive impact than practicing a centralized education system. It encourages leaders,

teachers, and the community to share accountabilities and decision- making to assist

school improvement (Gaziel, 1998). A research relating to the Thai education system

reveals that school principals and school board members are satisfied with SBM

functions such as structures, procedures, and process which affect school improvement.

The public involvement and community participation in decision making are the sources

of success in implementing school-based management. (Gamage & Sooksomchitra,

2004).

Secondly, strategic leadership (SL), effective leaders lead schools to success. It

is noted that they play a key role to manage the schools in line with the central office,

either district or provincial, to meet their requirements (Caldwell, 2005). Apart from

that, strategic leadership has been taken into account in almost every organization. In

pursuit of school effectiveness and school improvement, strategic leadership is an

imperative style to accomplish a school’s mission in these decades (Davies & Davies,

2004). Strategic leaders are capable of attaining education’s goal. For example, strategic

leadership strategizes possible ways to maximize accomplishments based on the

school’s expectations such as student academic achievement in current situation.

(Quong & Walker, 2010). Many researchers in the educational management fields have

agreed that Davies is one of the prominent scholars in this field. As Hairuddin (2012)

recommends in his research, future research on strategic leadership should apply ideas

and thoughts under the guidelines of Davies and Davies (2006, 2008) and Eacott (2008)

as their concepts approach to contemporary issues on strategic leadership. Therefore, in

this study, the researcher will follow the suggestion from Hairuddin (2012) to identify

and examine strategic leadership among leaders at the Islamic private secondary schools

in Southern Thailand. Based on Davies and Davies (2006, 2008), strategic leaders’

4

characteristics are consisting of two components: (i) individual characteristics include

of restlessness, absorptive, adaptive and wisdom. (ii) organizational capabilities include

of strategic orientation, strategic translation, strategic alignment, strategic intervention

and strategic competence.

Thirdly, quality assurance (QA) is used widely in the manufacturing industry as

a systematic approach to find market needs and implementing working methods to meet

those needs (Freeman, 1994). It is the concept that the customer fulfils a range of

criteria, essential to a market-based approach which gives high priority to meet the real

needs, (Tovey, 1994). On the other hand, the education systems at all levels, particularly

higher education, have brought in the underlying principles of quality assurance to

assure quality standard to meet customer satisfaction. Therefore, quality standards is

determined by the quality assurance. Consequently, quality assurance becomes a global

issue for all kinds of organizations, either business or academic. It produces high quality

product and sustains standard performance in organizations. Most education institutions

today have employed quality assurance to assess various activities to maintain quality

standards (Cheng, 2003). In Thailand, quality assurance is implemented to sustain the

quality based on three objectives: (i) to assure learners, parents and society of the

importance of quality and standards of educational services being provided, (ii) to

promote continuing improvements of educational quality and (iii) to ensure

transparency and accountability of the educational institutions (Amornwich, 2009).

Lastly, school effectiveness (SE), is recognized by researchers as a prominent

issue in education institutions for long decades. Researches on school effectiveness

attempts to identify the factors that contribute to effective education, especially those

that can be implemented (Luyten, Visscher & Witziers, 2005). It aims to enhance

instructional and administrative practices to improve the school’s general success as

5

well as students’ academic achievements (Patton, Maddahian & Lai, 2005). This attracts

involvement and heightens the interest, particularly of school leaders to this issue.

Edmonds (1979) is a prominent scholar in this field and the founder of effective school

characteristics known as Edmond’s five Correlates. He identifies five characteristics of

effective schools which include safe and orderly environment, instructional leadership,

climate of high expectation for success, frequent monitoring of student progress and

pupil acquiring of basic skills. He believes that these factors will unlock the gateway

for educators to guide their students to perform well. After a decade, Lezotte has

developed Edmond’s five model into Lezzotte’s seven model, a reputed model for

school effectiveness in contemporary education. Hence, this research will employ

Lezzotte’s seven model in examining the school effectiveness in Islamic private

secondary schools in Southern Thailand, to identify that the determinant characteristics

of effective schools and to improve students’ outcome in attaining quality education as

outlined by the Ministry of Education as well as to meet the needs of the country.

Conclusively, the study has hypothesized a model that would be a guide in this

study in order to understand the effects of quality assurance and strategic leadership as

moderated by school-based management towards school effectiveness. The study would

contribute to school effectiveness in Thai education schools particularly to the Islamic

private secondary schools in Southern Thailand. It would also assist the Thai Ministry

of Education in identifying the major factor towards school effectiveness, as well as to

create an awareness for principals to improve on their shortcomings. Thus, it contributes

to the knowledge of research on school effectiveness through specific approach, theory,

strategy, model development as it tests for additional underlying constructs and

authenticate the developed model for school effectiveness.

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1.3 STATEMENT OF THE PROBLEM

The Thai education system is facing various challenges to produce and to promote

effective education in the 21st century. The Ministry of Education has implemented

strategies to attain a higher quality of education throughout the country but has not yet

succeeded until today. A large budget was allocated by the government of 140 billion

baht which had increased to 350 billion baht in 2009, and later escalated to nearly 460

billion baht in 2012 (Somkiat, 2013). It comprises 20% of the national budget, which is

highest in the region and the world (Fernquest, 2013). Nevertheless, inadequate

resource management at the school level and the students’ low academic performance

are still recorded both at the public schools and the private schools (Bangkok Post,

2015). The education system is aggravating in performance and may impede national

growth in the future.

The Thailand Development Research Institute (TDRI, 2013) reports two

problems regarding the Thailand education system it lacks an accountability system and

does not provide students with the necessary skills for modern living. These are the

impacts of a declining quality of education. Furthermore, teachers, school leaders, and

education ministers lack accountability to improve students’ outcome at both national

and international levels particularly in core subjects such as sciences and mathematics

(Ammar, 2012). On the other hand, James (2013) expresses that Thailand is falling to

the bottom among ASEAN countries, educationally and economically because the

government and the Ministry of Education waste their time on ridiculous new rules and

new policies instead of reviewing and developing what has been implemented to

achieve quality education in the long run.

This study focuses on the Islamic private secondary schools in Southern

Thailand, which formerly known as “Pondok” is a form of Islamic traditional school.

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Today, it has been transformed into conventional schools like other public schools in

the country. However, Islamic studies and the Muslims culture are retained at the

school. The reason for the change is that the Thai government aims at enhancing their

efficiency and quality (Uma, Vanitsupawong & Churngchow, 2009). Thus, the school

curriculum has been changed from offering purely religious knowledge such as Quran,

Tafsir and Tauheed to integrating conventional knowledge such as Sciences,

Mathematics and Thai language into the curriculum, under the supervision of the

Ministry of Education. Although, the Islamic private schools are supported financially

by the government, the schools’ standard is still far behind the public schools in terms

of students’ performance.

A research by Yala Rajapat University (YRU) finds that there are several

components pertinent to quality education of the Islamic private schools. For instance,

students’ performance, school materials, teaching and learning process, curriculum and

facilities (YRU, 2006). To support this claim, Niloh (2009) asserts that the majority

school leaders in the Islamic private schools are lacking of administrative skill and are

unable to allocate budgets to develop the school with effective education. On the other

hand, most teachers do not teach subjects related to their specialization which may

impact the quality of teaching and learning in relation to students’ outcome.

Nawal (2001) investigates the educational quality of the Islamic private schools

in the Three Southern Border Provinces. It is found that the majority of the quality

education requires urgent improvement on a number of issues such as insufficient

adherence to stipulated school objectives and philosophies, the curriculum design,

teaching and learning process which are not in line with the school objectives and

philosophies, in adequate number of staff, insufficient budget to allocate resources and

unskilled.

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Abdullah (2003) conducts a study on the administrative problems of internal

quality assurance of the administrators of Islamic private schools in Pattani. He

compares the level of administrative problems of 52 principals in the Islamic private

schools in Pattani concerning internal quality assurance in the process of Plan (P), Do

(D), Check (C), and Action (A). Based on his findings, the principals indicate that the

administrative problems as according to internal quality assurance of the Islamic private

schools in Pattani are moderate among the four components of PDCA.

Jeeranan (2009) has conducted a study on the administration of Islamic private

secondary schools in Bangkok. She reveals various problems on administration which

include financial problem, lack of government support, lack of parental support, school

facilities, teacher qualification and students’ outcome. Moreover, Musakkid (2009)

conducts a study on the role of principal in enhancing student academic achievement.

It is found that the leadership among school principals is moderate and thus affecting

students’ academic achievements which proven to be lower than the National Test (NT)

examination particularly on the core subjects.

Since the Thai National Education Act (1999) was enacted to replaced

centralized education with decentralized education to achieve effective education, the

reform serves the needs and responds to the nature of each school as well as the Islamic

private secondary schools in Southern Thailand. Therefore, school-based management

(SBM) is a strategic reform where the government gives an autonomy to the schools to

maintain their roles in managing the budget and evaluating school programs for

effectiveness.

It is inevitable for school leaders to face organizational change and school

improvement. As a leader, he or she must plan and find strategies to overcome

pedagogical challenges. Therefore, a strategic leader would know what he or she wants