A STRUCTURAL EQUATION MODELING OF FACTORS INFLUENCING EFFECTIVENESS OF ENGLISH PROGRAM SCHOOLS IN THE NORTHEAST THAILAND

The purposes of this research were 1) study the effectiveness level of the English Program schools in the northeast and the factors level influencing effectiveness of the English Program schools in the northeast 2) investigate in the relation between structural equation model of factors influencing the effectiveness of the English Program schools in the northeast and 3) study of direct and indirect and total effects factor of influencing the effectiveness of the English Program schools in the northeast. The samples were 544 directors and the head of English Program schools in the northeast, selected by simple random. The research instrument for data collection was a 5 level rating scales questionnaire about the effectiveness level of the English Program schools in the northeast and the factors level influencing the effectiveness of the English Program schools in the northeast. Validity was 0.957, the data were analyzed to obtain the mean, standard deviation, and Pearson's product-moment correlation coefficient. LISREL applied for skewness, kurtosis, and confirmatory factors and examined the relationship between the hypothesis model and the empirical data. The research findings were as follows: 1) the effectiveness level of the English Program schools in the northeast and the factors level influencing effectiveness of the English Program schools in the northeast, the average is at the highest level. 2) The model of the factors of the operational effectiveness of English Program schools in the northeast was valid and consistent with the empirical data. The model indicated the Chi-square consistency was 57.79, df = 43, p = 0.06, GFI = 0.99, AGFI =0.96, RMSEA=0.025, SRMR=0.012, CN= 631.57 3) the factors affecting quality of English Program schools in the northeast consisted of: 1) 4 factors of direct effect: Teaching Behavior of Teachers, Leadership, School Climate and Parent Participation. 2) 3 indirect factors: Teaching Behavior of Teachers, School Climate, and Leadership. And 3) 4 total factors: Teaching Behavior of Teachers, leadership, School Climate, and Parent Participation.