Administrative Skills of the 21st Century of the School Administrators Based on the Teachers’ Perception in the Schools under Sisaket Primary Educational Service Area Office 3

Abstract

The objectives of this research were to study and to compare the administrative skills of the administrative skills of the school administrators based on the teachers’ perception in the schools under Sisaket Primary Educational Service Area Office 3, classified by education levels, work experiences, and school sizes. The samples used in this research were 320 teachers in the schools under Sisaket Primary Educational Service Area Office 3. The sample size was determined by the ready-made table in determining the sample size of Krejcie & Morgan based on the determined proportions. The research instruments used to collect the data were 5-rating scale and open-ended questionnaires with the reliability of 0.944. The statistics used in the research were percentage, mean, and standard deviation. The analytical statistics, t-test, F-test, and a multiple comparison test according to Scheffe’s method were used to compare the differences between the variables.

The research findings were as follows.

1. The administrative skills of the 21^st century of the school administrators based on the teachers’ perception in the schools under Sisaket Primary Educational Service Area Office 3 in the overall were in a high level.
2. The findings of the comparison of the administrative skills of the 21^st century of the school administrators based on the teachers’ perception in the schools under Sisaket Primary Educational Service Area Office 3 showed that in the education levels, the administrative skills of the organizations, the communication, and the human relations were different with the statistical significance at the level of .01 while the human skills were different with the statistical significance at the level of .05. In the work experiences, the skills were different with the statistical significance at the level of .05. In the multiple comparison analysis in the overall, the teachers with the work experience less than 10 years and the teachers with the work experience from 10 years to 20 years had different opinions. In the analytical thinking and creative skills, the teachers with the work experience less than 10 years and the teachers with the work experience from 10 years to 20 years and the teachers with the work experience from 10 years to 20 years and the teachers with the work experience more than 20 years had different opinions. In the technological and digital skills, the teachers with the work experience less than 10 year and the teachers with the work experience from 10 years to 20 years had different opinions. In the school sizes, three school sizes were not different.