The Relationship between School Administrator Competencies and 21st-Century Teacher Skills among Personnel at Mubankru Technological College

Abstract

This research primarily aims to explore and understand the in-depth relationship between school administrator competencies and the promotion of essential 21st-century teacher skills amidst the challenges of contemporary education. Specific objectives include: 1) to study the school administrator competencies of personnel at Mubankru Technological College, 2) to study the 21st-century teacher skills of personnel at Mubankru Technological College, and 3) to study the relationship between school administrator competencies and 21st-century teacher skills among personnel at Mubankru Technological College. Although administrator competencies and teacher skills comprise different components—administrator competencies focus on managerial characteristics and abilities such as academic leadership, resource management, and personnel development, while 21st-century teacher skills emphasize the ability to manage learning and develop learners in the digital age, including creativity, teamwork, communication, and digital citizenship—studying the relationship between these two components is critically important. This is because school administrators play a vital role in setting policies, planning, and allocating resources, all of which directly influence the opportunities and avenues for teacher skill development. If administrators possess strong competencies in management and professional development support, it will undoubtedly foster teachers' ability to develop essential 21st-century skills to their full potential, leading to effective learning management and an overall elevation of educational quality within the institution. The sample group for this research consisted of 98 individuals, including school directors, deputy school directors, administrators, and teachers. The sample size was determined using Yamane's formula (1973) with a 0.05 margin of error, followed by simple random sampling via drawing lots. The research instrument was a questionnaire with a reliability coefficient of 0.96. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient. The research findings revealed: 1) The school administrator competencies of personnel at Mubankru Technological College were, on average, at a high level (x̄  = 4.35). When analyzed by individual factors, "forward-thinking" (x̄  = 4.45) had the highest mean, followed by "collaborative creation" (x̄  = 4.43), and "creative divergent thinking" (x̄  = 4.26) had the lowest mean. 2) The 21st-century teacher skills of personnel at Mubankru Technological College, Nong Khaem District, Bangkok, were, on average, at a high level (x̄  = 4.30). When analyzed by individual factors, "teamwork" (x̄  = 4.33) had the highest mean, followed by "digital citizenship" (x̄  = 4.31), and "communication" (x̄  = 4.29) had the lowest mean. 3) All aspects of school administrator competencies showed a positive correlation with the 21st-century teacher skills of personnel at Mubankru Technological College, with an overall moderate level (r = .600) and statistical significance at the 0.05 level, which aligns with the hypothesis.