COMPETENCIES OF SCHOOL ADMINISTRATORS AFFECTING SCHOOLS’ DEVELOPMENT AS LEARNING ORGANIZATIONS UNDER THE SAMUTSAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

          The objectives of this research were to: 1. study the competency level of school administrators under the Samutsakhon Primary Educational Service Area Office, 2. examine the level of schools as learning organizations under the Samutsakhon Primary Educational Service Area Office, 3. investigate the competencies of school administrators that influence the development of schools as learning organizations under the Samutsakhon Primary Educational Service Area Office. The sample consisted of 322 school administrators and teachers during the 2024 academic year, selected through stratified random sampling. The research instrument was a questionnaire.      The statistics used for data analysis were frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

          The research findings revealed that 1. the overall competency level of school administrators under the Samutsakhon Primary Educational Service Area Office was at the highest level. Considering each aspect, the highest averages were in self-development and visionary leadership, followed by analytical and synthetic thinking and personnel potential development. The lowest average was in achievement orientation. 2. The overall level of schools as learning organizations was at a high level. By aspect, systematic thinking scored the highest average, followed by team learning, while mental models scored the lowest; and 3. The competencies of school administrators that significantly influenced the development of schools as learning organizations at the 0.01 level of statistical significance were, in order of influence: personnel development (X7), achievement orientation (X1), and teamwork (X4). Together, these factors could predict 50.80% of the variance in schools becoming learning organizations (R² = 0.50)