THE COMPETENCY DEVELOPMENT GUIDELINES OF SUPPLY OFFICERS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE 3 PHRANAKHON SI AYUTTHAYA PROVINCE

Abstract

The objectives of this research were: 1)to study on competency of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province; 2) to present the competency development guidelines of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province. The research method consisted of 2 procedures including: 1) studying oncompetency of supply officers under Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province with 87 school administers, Head of Supply Officers, and supply officers that were populations of this research whereas research tool was 5-rating scale questionnaire and data were analyzed by using mean and Standard Deviation; 2) presenting the competency development guidelines of supply officers by using populations of this research consisted of 29 school administrators under   Secondary Educational Service Area Office 3, Phranakhon Si Ayutthaya Province, whereas 5-rating scale questionnaire was used as the research tool and data were analyzed by calculating median and interquartile range. 

The results revealed that: 1) Supply officers had competency on quality in the highest level while having competency on skills in the lowest level; 2) Appropriate and possible competency development guidelines of supply officers with higher level of practice than defined criteria consisted of 3 dimensions including: 6 competency development guidelines on knowledge, for example, school administrators provided  the Instructional Manual on Supply Maintenance and Repairing as well as built realization on importance of supply maintenance or repairing; 12 competency development guidelines, i.e., school administrators provided some workshops to supply officers in order to develop their computer skills on PKT, their English skills for reading and translating English messages, their calculating skills for calculating reference price; and their data management skills; and 28 competency development guidelines on quality, for example, school administrators provided some trainings and workshops for providing knowledge. These 46 competency development guidelines were appropriate and possible.