This study explores theoretical and empirical research concerning school effectiveness and school improvement, in particular, improving student achievement through school process as dependent variable on changing teaching quality, school climate and students' satisfaction. A multi-level model of school practice consisting of student grade point average (GPA, dependent variable), teaching quality, students' satisfaction, and school climate (independent variables) was implemented. The relationship between dependent variable and independent variables were examined by multilevel regression analysis of data from 1,852 students studied in ninth-grade secondary schools in Bangkok and Nonthaburi Provinces, Thailand. A questionnaire was used to ask students about their demographics, GPA, teaching quality, students' satisfaction, and school climate. The study found that school educational climate and student's satisfaction were important to relate directly to student achievement. However, of note is that teaching quality was not found to be significant to student learning, so it may be recommended that the educators, policy-makers and administrators in Thailand realize and assist renewal of secondary schools with the intention of improving learning outcome in classroom.
Penpak Pheunpha, Ubonratchathani University, Thailand
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