A Causal Relationship Model of Factors Affecting High Performance Organizations of Schools under the Primary Educational Service Area Offices in the Northeast

Abstract

This research aims to study; 1) the components of high-performance organizations in schools and the factors affecting such organizations, 2) the development and validation of a causal relationship model of factors affecting high-performance organizations in schools, and 3) the guidelines for developing high-performance organizations in schools under the jurisdiction of the Primary Educational Service Area Offices in the Northeastern region. The research was conducted in three phases: Phase 1: Studying the components and factors affecting high-performance organizations in schools by reviewing relevant theoretical concepts, documents, and research. Experts were interviewed (5 individuals), and the appropriateness and feasibility were evaluated by 5 experts. Phase 2: Developing and validate the model's consistency with empirical data. The sample group consisted of 597 school administrators and teachers selected through multi-stage sampling. The data were collected using a 5-point Likert scale questionnaire, with the discrimination power ranging from .80 to 1.00 and reliability of .97. The frequency, percentage, mean, and standard deviation were analyzed, along with Pearson correlation coefficients and structural equation modeling using software. Phase 3: Showing guidelines for developing high-performance organizations in schools were formulated based on the results of Phase 2 and evaluated for appropriateness, feasibility, and utility by 5 experts. The research findings revealed that: 1. The components of high-performance organizations in schools consist of six elements; focus on personnel quality, focus on service recipients and stakeholders, organizational leadership, strategic management, organizational culture, and organizational innovation. Overall, these components were found to be highly appropriate and feasible. The factors influencing high-performance organizations in schools include five factors; transformational leadership, human resource management, learning organization, total quality management, and competence of organizational members. These factors were also found to be highly appropriate and feasible. 2. The developed model was consistent with the empirical data, with values of Chi-square = 340.40, df = 309, p-value = 0.10, χ²/df = 1.10, RMSEA = 0.01, GFI = 0.96, AGFI = 0.95. The status of being a highperformance organization in schools was directly influenced by the transformational leadership variable and indirectly influenced by the same variable through the learning organization and organizational members' competence variables. The variables in the model explained 95% of the variance in being a high-performance organization. 3. The guidelines for transformational leadership affecting the development of high-performance organizations included five objectives, five strategies, 53 implementation methods, and 13 success indicators. These were found to be highly appropriate, feasible, and beneficial.