A Study of the Development Guidelines for Performance-oriented Competence of School Administrators under the Office of the Primary Educational Service Area 2 Kalasin Province

Abstract

This research consists purposes were 1. to examine the current and desirable conditions of performance-oriented competence of school administrators 2. to investigate the priority needs for performance-oriented competence of school administrators and 3. to study the guidelines for developing performance-oriented competence of school administrators under the Office of the Primary Educational Service Area 2, Kalasin Province. This study employed a mixed-methods research design integrating both qualitative and quantitative approaches. The research instruments consisted of a questionnaire and a semi-structured interview form. The sample group comprised 105 school administrators, determined using the Krejcie and Morgan (1970) sample size table at a 0.05 margin of error, and selected through stratified random sampling. Additionally, five key informants were purposively selected as the target group for in-depth interviews. The quantitative data obtained from the questionnaires were analyzed using descriptive statistics, including percentage, mean, standard deviation and the Priority Needs Index (PNI). The qualitative data collected from the interviews were analyzed using content analysis. The research findings revealed that 1) The current condition of the development of performance-oriented competence of school administrators was at a moderate level overall (x̅= 3.14,S.D.= 0.76), whereas the desirable condition was at the highest level overall (x̅= 4.72, S.D. = 0.42) 2)The priority needs for developing performance-oriented competence of school administrators, ranked from highest to lowest according to the Modified Priority Needs Index, were as follows: responsibility in school administration (PNI _modified = 0.55), commitment to continuous work development (PNI _modified = 0.54), quality of work performance (PNI _modified = 0.53), problem-solving and decision-making (PNI _modified = 0.50) and creativity and initiative (PNI _modified = 0.38) and 3) Guidelines for developing achievement-oriented competency among school administrators under the Kalasin Primary Educational Service Area Office 2 consist of 3.1) creativity and initiative 3.2) work quality 3.3) commitment to continuous work improvement 3.4) problem-solving and decision-making and 3.5) responsibility in school administration.