Relationship Between the Interpersonal Skills of the School Administrators and the Participation in Administrating the Schools under Sisaket Primary Educational Service Area Office 3

Abstract

The objectives of this research were 1) to study the levels of the interpersonal skills of the school administrators and the participation in administrating the schools under Sisaket Primary Educational Service Area Office 3, 2) to study the relationship between the interpersonal skills of the school administrators and the participation in administrating the schools under Sisaket Primary Educational Service Area Office 3, and 3) to propose the guidelines to enhance the interpersonal skills and the participation in administrating for the school administrators under Sisaket Primary Educational Service Area Office 3. The samples used in this research were school administrators and teachers under Sisaket Primary Educational Service Area Office 3 in the academic year of 2021 in a total of 339 people. They were randomized by proportional stratified sampling and simple sampling. The sample size was determined by Krejcie and Morgan Table. The research instrument was a questionnaire asking for the interpersonal skills of the school administrators and the participation in administrating the schools. The statistics used were mean, standard deviation, and Pearson correlation analysis.

The research findings were as follows.

1. The interpersonal skills of the school administrators under Sisaket Primary Educational Service Area Office 3 in the overall were at a high level and the participation of the teachers in administrating the schools in the overall was at a high level.
2. The relationship between the interpersonal skills of the school administrators (y) and the participation in administrating the schools under Sisaket Primary Educational Service Area Office 3 (x) in the overall and in aspects was positive in a moderate level (r= 0.531) with the statistical significance at the level of .01.
3. The guidelines to enhance the interpersonal skills were that 1) the administrators had to have knowledge and ability in administrating, have good and appropriate characteristics to be administrators, and be neutrality, 2) they had to have wide visions and be neutrality, have morality, accept and listen to suggestions from coworkers, and provide advice to others, and 3) they had to listen to the opinions of the subordinate coworkers, and be open-minded and praise the coworkers. The guidelines to participate in administrating the schools for the teachers were that 1) the schools should give opportunities to involved people to participate in expressing their opinions, making decision, responding, and planning, 2) the teachers should participate in working in finance and supplies, allocating budgets that were appropriate to the various projects, 3) the teachers should participate in evaluating the performance of the school academic staff to be in the good direction and in assessing the salary promotion, and 4) the teachers should participate in planning to seek for technology to develop information systems.