The Relationship between Skills of Educational Administrators in the 21st Century and competenciey of Theachers in District Learning Encouragement Centers Under the Satun Provincial Office of Learning Encouragement
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Abstract
This research aims to study 1) the skills of administrators of educational institutions in the 21st century, 2) the competence of teachers, 3) the relationship between skills of the educational institution administrators in the 21st century and the competence of teachers, 4) the guidelines for developing the skills of administrators of educational institutions in the 21st century. The sample group used in the research was 1 educational administrator, 4 administrators from educational institutions, and 80 teachers, totaling 85 people. The sample group was determined based on ready-made tables using Krejcie and Morgan. The research instrument was a questionnaire with a reliability value of .974. The Statistics used in data analysis include mean, standard deviation, percentage, frequency, and Pearson correlation coefficient. Multiple regression analysis of results. The questionnaire data were analyzed for content, summarized for important issues, and presented through descriptive analysis.
The findings were as follows: 1) The overall skills of school administrators in the 21st century are at a high level. 2) Competence of the teacher. Overall, it is at a high level. 3) The relationship between the skills of the educational institution administrators in the 21st century and the competence of teachers. There is a positive relationship in one area, which is the capacity for innovation. It is created as a forecasting equation, y = .517 + .351(X7), which gives an overall forecasting accuracy of 73.50 percent. There is a significant statistical relationship at the 0.01 level. 4) Guidelines for developing the skills of school administrators in the 21st century, it was found that Educational institution administrators should use the policies of the Ministry of Education and the Department of Learning Encouragement to determine their vision. In addition, there is communication, good relationships with teachers and the community, encouraging teachers to think creatively, supporting teachers to use technology in performing their duties, having relationships between teachers, students, and colleagues with morality, ethics, and being a good role model for personnel, supporting teachers to create educational innovations, using the thinking process to solve problems, and allowing teachers to participate in teamwork
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