Relationship Between School Administrators’ Competencies with Teachers’ Skill under Surin Primary Educational Service Area Office 3
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Abstract
The objectives of this study were: (1) to examine the competencies of school administrators; (2) to investigate teacher skills; (3) to explore the relationship between administrator competencies and teacher skills; and (4) to identify the competency factors of school administrators that influence teacher skills. This quantitative research employed a five-point Likert scale questionnaire, yielding a reliability coefficient of 0.98. The data were analyzed using percentage, mean, and standard deviations.
The findings revealed that: (1) The overall competencies of school administrators were at a high level, with the highest mean in the area of professional development. (2) Teacher skills were also rated at a high level, with the highest mean in developmental psychology, educational psychology, and counseling psychology, particularly in analyzing and developing students according to their potential. (3) The correlation analysis showed a moderately strong positive relationship between administrator competencies and teacher skills, statistically significant at the 0.01 level. (4) Predictive analysis indicated that ethics and professional morality were the strongest predictors of teacher skills, followed by curriculum, instruction, and assessment; educational quality assurance; and professional development. These variables collectively accounted for 67.50% of the variance, with statistical significance at the 0.05 level. The predictive equations were:
- Raw score form: Y = 1.85 + 0.22X7 + 0.13X4 + 0.13X6 + 0.11X1
- Standard score form: Z = 0.33Z7 + 0.20Z4 + 0.21Z6 + 0.16Z1
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