The Study of Soft Skills of School Administrators Affecting the Effectiveness of Academic Administration in Schools under the Kalasin Secondary Educational Service Area Office

Abstract

This research consists purposes were 1. to study the soft skills of school administrators in schools 2. to examine the academic administration in schools 3. to investigate the relationship between the soft skills of school administrators and academic administration in schools and 4. to study the effects of the soft skills of school administrators on the effectiveness of academic administration in schools. This research employed a quantitative research approach. The research instrument was a questionnaire. The sample group consisted of 350 school administrators and teachers under the Kalasin Secondary Educational Service Area Office in the academic year 2025. The sample size was determined using Taro Yamane’s (1973) formula at the error level of 0.05 and selected by stratified random sampling. The statistics used for data analysis included frequency, percentage, mean, standard deviation, Pearson’s product–moment correlation coefficient and stepwise multiple regression analysis. The results of the research were as follows 1) The overall level of soft skills of school administrators was at a high level (x̅= 4.04, S.D. = 0.29) 2) The overall level of the effectiveness of academic administration in schools under the Kalasin Secondary Educational Service Area Office was at a high level (x̅= 4.44, S.D. = 0.33). 3) The soft skills of school administrators were positively correlated with the effectiveness of academic administration in schools at the .01 level of statistical significance, at a moderate level (r_xy ranged from .373 to .428) and 4) The soft skills of school administrators in three aspects human relations skills, teamwork skills, and communication skills positively affected the effectiveness of academic administration in schools. These variables jointly predicted the effectiveness of academic administration in schools at the .05 level of statistical significance, accounting for 29.80 percent of the variance, with a standard error of estimate of 0.12 (R² = 0.292, S.E._est = 0.12). The predictive equation in raw score form was: = 2.956 + 0.145(X₃) + 0.130(X₁) + 0.078 (X₂) The predictive equation in standardized score form was: _y = 0.330(Z_X3) + 0.302(Z_X1) + 0.123(Z_X2)