SKILLS OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY AFFECTING EDUCATIONAL RESOURCE MANAGEMENT IN SCHOOLS UNDER BUENG KAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The purposes of this research were 1) to compare school administrators’ skills in the 21^st century, classified by status and school sizes, 2) to compare educational resource management, classified by status and school sizes, 3) to determine the relationship between school administrators’ skills in the 21^st century and educational resource management, and 4) to identify the predictive power of school administrators’ skills in the 21^st century affecting educational resource management in schools under Bueng Kan Primary Educational Service Area Office. The sample consisted of 333 participants, comprising 31 school administrators and 302 teachers. The sample size was determined using a 15 percent criterion through stratified random sampling. The instruments included two sets of 5–rating scale questionnaires: 1) a set of questionnaires measuring school administrators’ skills in the 21^st century, with the Index of Item Congruence (IOC) ranging between .60 and 1.00, the discriminative power ranging from .53 to .86, and the reliability of .98; and 2) a set of questionnaires assessing school educational resource management, with the IOC ranging from .80 to 1.00, the discriminative power ranging between .59 and .87, and the reliability of .97.  The statistics employed were percentage, mean, standard deviation, t–test (Independent Samples), one–way analysis of variance, Pearson's product–moment correlation coefficient, and Stepwise multiple regression analysis.

The results revealed that

1. The school administrators’ skills in the 21^st century were overall at a high level. In comparison, the overall classification by status showed differences at the .05 level of significance, while school sizes demonstrated at the .01 level of significance.

2. The educational resource management in schools was overall at a high level. In comparison, the overall educational resource management classified by status showed no differences, while school sizes demonstrated differences at the .01 level of significance.

3. The school administrators’ skills in the 21^st century and school educational resource management revealed a high positive correlation at the .01 level of significance.

4. The four variables of school administrators’ skills in the 21^st century that influenced educational resource management in schools under Bueng Kan Primary Educational Service Area Office were motivation enhancement (X₄), administration management (X₆), creativity (X₂), and teamwork (X₅), which jointly predicted up to 81 percent. The equation could be written the forecasting equation in raw scores and standard scores as follows:

Y' = .25 + .27X₄ +.27X₆ + .21X₂ + .18X₅

Zy' = .32Z₄ + .28Z₆ + .23Z₂ + .22Z₅