School Administrative Factors Affecting the Competence of Teachers in Khon Kaen Primary Educational Service Area Office 1

Abstract

This research aimed to examine, compare, determine the relationship, identify the predictive power, and propose development guidelines for school administration factors affecting teacher competencies under the Office of Khon Kaen Primary 
Educational Service Area 1. The sample consisted of 317 participants, including 35 school administrators and 282 teachers, selected through multi-stage random sampling from 152 schools based on the Krejcie and Morgan sampling table. Research instruments included questionnaires on school administration factors and teacher competencies, which showed discrimination values ranging from .25–.81 and .27–.72, with reliability coefficients of .978 and .977, respectively. Data were analyzed using percentage, mean, standard deviation, independent samples t-test, one-way ANOVA, Pearson’s 
product-moment correlation coefficient, and stepwise multiple regression analysis. 
The results revealed that: 
1) both school administration factors and teacher competencies were rated at a high level overall
2) differences in school administration factors by role position were statistically significant at the .01 level, while work experience showed no significant difference
3) teacher competencies differed by work experience at the .01 significance level; (4) school administration factors were positively correlated with teacher 
competencies at a high level (r = .706, p < .01); and (5) organizational structure, work motivation, and leadership of administrators positively predicted teacher competencies, accounting for 71.80% of the variance with a standard prediction error of ±0.27110. The findings highlight the need for systematic development of school administration processes to effectively enhance teacher competencies in response to current and future educational challenges