A Study of Needs and Guidelines in Developing English for Communication for the School Administrators under Phetchabun Primary Education Service Area Office 1

Abstract

The purposes of this research were to study needs and guidelines in developing English for communication for the school administrators under Phetchabun Primary Educational Service Area Office 1. The research was conducted in 2 phases. The first phase was to study the needs in developing English for communication for the school administrators under Phetchabun Primary Educational Service Area Office 1. The samples were 113 school administrators. The research instrument was a questionnaire. The statistics used to analyze data were percentage, mean, standard deviation, and modified priority needs (Index: PNI modified). The second phase was to study guidelines for developing English for communication for the school administrators by interviewing 5 experts selected by purposive sampling. The data were analyzed by content analysis.

            The research results were as follows.

1. The needs for developing English for communication for the school administrators in four skills were found that when each aspect was considered, the indices of the needs was organized by the priority importance of the aspects. The first aspect was reading skills. The results showed that the ability reading and understanding the connotation meanings needed to be developed the most. The second aspect was writing skills. The results showed that the ability in writing the English agenda of the conference needed to be developed the most. The third aspect was listening skills. The results showed that the ability in referring the listening stories to the contexts or situations needed to be developed the most. The fourth was speaking skills. The results showed that the ability in giving speeches and presenting as fluently as native speakers needed to be developed the most.
2. The guidelines for developing English for communication for the school administrators were that the first aspect was reading skills consisting of two guidelines for developing, the second aspect was writing skills consisting of two guidelines for developing, the third aspect was listening skill consisting of three guidelines for developing, and the fourth aspect was speaking skills consisting of three guidelines for developing.