COMPETENCIES DEVELOPMENT MODEL OF SCHOOL ADMINISTRATORS UNDER YALA PRIMARY EDUCATIONAL SERVICE AREA SUPPORTING ASEAN COMMUNITY

Abstract

The purposes of the present study were to build and to assess a capacity development model for school administrators under Yala Primary Educational Service Area Office in preparation for ASEAN Community. The research design Mixed Methods approach: Qualitaive and Quantitative, using systems theory. The research methodology was divided into two steps. The one step included the process of building a capacity development model for the administrators of schools in Yala Province. The other step comprised model development and an assessment of the mentioned model. The subjects were 15 experts consisting of 1. Five scholars holding a doctor’s or a master’s degree in administration and having a position of academicians in administration 2. Five officers whose work involved the policy from Yala Primary Educational Service Area office located in all of the three areas 3. Five basic schools administrators from big-, medium- and small-sized schools by purposive sampling. The research instruments were documents, printed media, electronic media, research papers as well as other various sources, interview, questionnaire, quality verification forms, and assessment forms for the development model. Every step of data collection was done by the researcher. The obtained information was analyzed and grouped through SPSS to gain frequency, percentage, mean and Cronbach's Alpha Reliability Coefficient. The results from the assessment were also analyzed to obtain frequency, percentage and mean. The findings of the study were: 1. To build a capacity development model for school administrators under Yala Primary Educational Service Area Office in preparation for ASEAN Community, it was found that the model which was built by the researcher and could be used for capacity development for the school administrators in Yala Province involved four points as follows: Point 1: Needs for development were composed of the administrative capacity which was awareness building of self-development, connection building, participation, and human relation and team building. It also comprised the communication capacity for using languages such as English, Malay and Chinese. Point 2: Policy implementation was in accordance with the policy of Office of Basic Education Commission and with that of Educational Service Area Office. It was also served with the school policies. The development should focus on building the understanding of ASEAN Community, and the participants should understand and realize on the importance of the administrative capacity and community capacity in preparation for ASEAN Community. Point 3: Development procedure comprised adequate budget, consistent supervision and follow-up, using unfocused-grammar sentences relating to the participants’ jobs, and group agreement making. The participants should be willing to be developed, and they should make comments relating to the development. Mixed group work activities should start from easy parts to more difficult ones. Point 4: Development process consisted of having native speaker lecturers, test taking before, during and after the development, workshops, explicit curriculum together with various curriculum-serving activities, sufficient handbooks and media, suitable time period, four communication skills evaluation, follow-up activities and remedial courses provided by the persons in charge or the lecturers. The whole process should be evaluated by the sample group. 2. To assess a capacity development model for school administrators under Yala Primary Educational Service Area Office in preparation for ASEAN Community, it was found that the assessment results of the capacity development model for school administrators in the above-mentioned area had four aspects which were suitability, utilization, possibility, and accuracy. The assessment results were at the highest level.