THE PRIORITY NEEDS MORAL BEHAVIORS ACCORDING TO ETHICAL STANDARD ACT B.E. 2562 OF SCHOOL ADMINISTRATORS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The purposes of this research were to 1) study the current state, the expected state and the priority needs on moral behaviors according to the ethical standards act B.E. 2562 of the school administrators under the secondary educational service area office 2. 2) compare the current state and the expected state on moral behaviors according to the ethical standards act B.E. 2562 of the school administrators under the secondary educational service area office 2. This is quantitive research. A sample of 367 was drawn from teachers under the secondary educational service area office 2. The data were analyzed in terms of percentage, mean, standard deviation, t-test, ANOVA, Scheffe method comparision and modified priority needs index. The results revealed as follows. 1) The current states on moral behaviors according to the ethical standards act B.E. 2562 of school administrators were at the high to the very high level in all seven aspects.  The expected states were at the very high level in all seven aspects. Those aspects were arranged in order of priorities are needed as the following: First, performing duties fairly without discrimination. Second, focusing on the achievement of work. Third, courage to make decision and do the right things. Fourth, focusing on public benefits rather than personal benefits and having public mind. Fifth, honestly, have a good conscience and be responsible for duty. Sixth, being a good role model and maintain the image of the government officer. Lastly seventh, having a strong commitment to the institutions of nation, religion and king including the democratic regime of government with the king as head of state. 2) The comparison between teachers ’opinions of the current state and the expected state on moral behaviors of school administrators classified by work experiences, educational background, found that those of all had no statistically significant difference but classified by school size had statistically significant difference at the .05 level.