The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.

The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region. The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed). The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history instructors in Thai teachers colleges with respect to the majority of the criteria. Although some significant differences were found, it would be difficult to state that there is a difference between history instructors in the Metropolitan region and other regions groups. Recommendations are made for the history instruction programs in Thailand based on the responses from both groups and the information gathered from a review of the literature.

The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.

In 1997 the national Department of Education embarked on a programme of rationalisation to reduce the number of colleges in the country and to simultaneously integrate colleges into the Higher Education sector. This is a case study of the incorporation of a college of education, the South African College for Teacher Education, into a university, the University of South Africa. The focus of this study is the nature and consequences of micropolitics in the education change environment. It suggests that micropolitics plays a significant role in the outcomes of an education policy implementation process. It further argues that in order to understand the role and effects of micropolitics in education change, a theory for micropolitics and education change needs to be developed. The theory posited here is that micropolitical activity is an essentialising of the tensions between modernist contexts and mentalities of change, and postmodernist ambitions of change. The study is guided by two research questions: What are the different understandings among different groups and individuals as to why incorporation emerged and was pursued as government policy? and How did different stakeholders influence and shape the incorporation process and outcomes? The literature review indicates that there are important gaps in the understanding and explication of micropolitics and education. A marked inadequacy of the literature examined is that the study of micorpolitics has thus far been limited to studies of the school environment in developing countries and of leadership within such environments. The methodology used in the study recognises the value of a constructivist, interpretive approach to data analysis and narrative development. In particular, the methodology addresses questions of truth and ethics in conducting qualitative research. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.