IMPROVEMENT OF ENGLISH LANGUAGE SKILLS FOR COMMUNICATION BASED ON THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) OF SCHOOL ADMINISTRATORS UNDER CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The study conducted to find out the use of English, the problems in using English, and the ways to improve the English language skills for communication of school administrators in Chiang Mai Primary Educational Service Area Office 3 based on the Common European Framework of Reference for Languages (CEFR). The researcher collected data through questionnaires and interviews. The population was 154 school administrators. The sample size representative of the administrators in this example according to the table of Krejcie and Morgan was 110 people. The data were analyzed by the statistical methods of average, frequency, and standard deviation. The results showed that the overall state of the use of English for communication by school administrators under Chiang Mai Primary Educational Service Area Office 3 was at a moderate level when considered individually; in descending order of average: creation, followed by encouragement, knowledge enhancement and development, development goal setting, and engagement, respectively. The main problems with the use of English for communication by school administrators under Chiang Mai Primary Educational Service Area Office 3 were that school administrators do not have the opportunity to interact and speak English with their peers and native speakers, and limited opportunity to recruit foreigners in conversation exchange and improvement of English for communication. Secondly, school administrators have no criteria for verifying the use of English and do not find weak points in their use of English or a lack of knowledge, understanding, or development of speaking skills. The development guidelines stated that the administrator should have planning, implementation, monitoring, and evaluation in a continual improvement process. There should be various ways to develop their own English language skills. There should be projects or activities that encourage members of the organization to participate in the development of knowledge and skills in English. They should define strategies on sustainability in English language at schools and real-world examples that may be used in work settings. They should motivate internal personnel through participation and role models in communication. There should be projects to develop English communication skills for administrators through Thai and foreigner speakers with skills and knowledge.