The The Empowerment of Administrators in Suanphueng Witthaya School

Abstract

The purposes of this research were: (1) to examine the empowerment of the administrators of Suanphueng Witthaya School; and (2) to develop guidelines for enhancing the empowerment of the school administrators. The research population comprised 82 personnel of Suanphueng Witthaya School, including school administrators, teachers, and educational personnel. The research instruments consisted of: (1) a questionnaire on administrator empowerment developed based on Covey's empowerment concept; and (2) a structured interview used to formulate guidelines for enhancing administrator empowerment. The collected data were analyzed using frequency (F), percentage (%), arithmetic mean (𝜇), standard deviation (𝜎),  and content analysis.

The research findings were as follows: (1) The overall level of the empowerment of the administrators of Suanphueng Witthaya School was at the highest level. When considered by dimension, four dimensions were rated at the highest level, ranked in descending order of arithmetic mean as follows: Skills, Accountability Self-Evaluation, Win-Win Agreement, and Helpful Structures and Systems. The remaining two dimensions were rated at the high level, ranked in descending order as follows: Character and Self-Supervision, respectively. (2) Ten guidelines were proposed for enhancing the empowerment of the administrators of Suanphueng Witthaya School. School administrators should be encouraged to develop strong character, including morality, ethics, and professional ethics, while continuously improving their skills in communication, management, and problem-solving. They should establish Win-Win Agreements by collaboratively determining Desired Results, Guidelines, Resources, Accountability, and Consequences with teachers and educational personnel. In addition, administrators should develop Helpful Structures and Systems by providing sufficient resources and creating organizational support mechanisms that facilitate effective work performance. Teachers and educational personnel should also be encouraged to engage in continuous Self-Supervision and Accountability Self-Evaluation. Furthermore, school administrators should promote participation in establishing performance criteria and evaluating work outcomes to strengthen accountability, shared responsibility, and sustainable organizational development.