Abstract

This research is a survey research. The  objectives are to study and  compare  the administration on educational assurance in the aspect of planning,  practicality,   inspection and evaluation,   improvement and development and  administration on educational assurance in accordance with the principles  of  Buddhism, to study and  compare the educational quality based on educational quality standards with regard to  the quality of administration, quality of teachers,  quality of curriculum and teaching / learning,  quality of students / graduates   and support / assistance from external of Non – Formal  Private Schools in Bangkok. The samples in this study are 30  administrators, 197 teachers in 30 schools.  The tools of the research are the constructed questionnaires rating  scale 5 level. The statistics  for data analysis are percentage, mean, standard deviation, t-test and One–Way ANOVA .

The research findings were as follows:   

1. The administration on educational assurance as a whole are at the high level. In considering each aspect about the administration on educational assurance is also high level. Sort aspects with mean, the most to the least aspects are the administration on educational assurance in accordance with the principles of Buddhism, planning, practicality, inspection and evaluation, improvement and development.

2. The educational quality based on educational quality standards as a whole are at the high level. In  considering  each aspect about the educational quality is also high level. Sort aspects with mean, the most to the least aspects are the quality of teachers, quality of curriculum and teaching / learning , quality of administration , support / assistance from external and  quality of students / graduates.

3.Compare the opinions of administrators and teachers about the administration on educational assurance classified by sex, age, education, work experience and school type. For the comparison can be summarized as follows. When classified by gender. The difference statistically significant at the 0.05 level only is the  administration on educational assurance in accordance with the principles of Buddhism,by age and position vary with statistical significance at the 0.05 level, by level of education did not differ. By experience in working with difference statistically significant at the 0.05 level only three aspects are the planning,  inspection and evaluation, the whole. By school type difference is statistically significant at the 0.05 level only in the improvement and development.

4.Compare the opinions of administrators and teachers about the educational quality based on educational quality standards classified by sex, age, education, work experience and school type. For the comparison can be summarized as follows. When classified by gender and work experience did not differ, by age difference is statistically significant at the 0.05 level only two aspects are  the quality of students / graduates and the whole. By level of education, difference is statistically significant at the 0.05 level only on the quality of students / graduates. By position difference is statistically significant at the 0.05 level except for support / assistance from external not significantly different. By school type difference is statistically significant at the 0.05 level in four aspects are the quality of administration, quality of curriculum and teaching / learning,  support / assistance from external and the whole.