Development Guideline for School Administration Skills in the 21st Century of School Administrators Under Phichit Primary Education Service Area Office 1

Abstract

The objective of this research is to study, compare and find ways to develop school administration skills in the 21st century of school administrators under the Phichit Primary Educational Service Area Office 1, classified by school size. The sample group included administrators, teachers, schools under the Phichit Primary Educational Service Area Office, Area 1, totaling 285 people. By multi-stage random sampling, the informants were 17 experts with experience in educational administration. The research instruments were questionnaires and interviews. Data were analyzed using statistical packages to find mean and standard deviation. Frequency distribution, percentage, ranking, and finding one-way variance (One Way ANOVA) The research results found that 1) Educational institution administration skills in the 21st century of educational institution administrators Under the jurisdiction of the Phichit Primary Educational Service Area Office, Area 1, overall and in each aspect. Overall, the average level is at a high level. When considering each area, it was found that the area with the highest average level was human relations. and the aspect with the lowest average level was creativity, respectively. 2) Comparison of educational institution administration skills in the 21st century of educational institution administrators under the Phichit Primary Educational Service Area Office, Area 1, classified by educational institution size, found that there was no difference. 3) Guidelines for developing educational institution administration skills in the 21st century for educational institution administrators. Under the jurisdiction of the Phichit Primary Educational Service Area Office 1, according to the opinions of experts and experts, it was found that 3.1) Educational service areas should organize training to develop the English communication skills of educational institution administrators. 3.2) Educational institution administrators should promote cooperation. Support between external agencies for educational management. 3.3) Educational institution administrators should assign challenging tasks that match the abilities of each person. 3.4) Educational service areas should organize development training and provide knowledge on the use of technology and digital for institution administrators. Study 3.5) Educational areas should organize training to develop school administrators to have the ability to build teams. Provide an opportunity for personnel to jointly set goals. and vision to suit changing circumstances.