THE RELATIONSHIP BETWEEN THE ADMINISTRATIVE SKILLS OF ADMINISTRATORS AND TEACHER PERFORMANCE ACCORDING TO THE STANDARDS OF THE SONGKHLA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to: 1) examine the level of administrators' managerial skills usage, 2) assess teachers' standard-based job performance, 3) investigate the relationship between administrators' managerial skills and teachers' standard-based job performance, and 4) identify guidelines for developing administrators' managerial skills in schools under the Songkhla Primary Educational Service Area Office 2. The sample consisted of 115 teachers, determined using G*Power software, selected through stratified random sampling by school size and simple random sampling without replacement. The questionnaire reliability coefficient was .980. For the qualitative phase, three purposively selected school administrators served as key informants using a structured interview. Statistics employed included percentage, mean, standard deviation, Pearson's correlation coefficient, and content analysis.

         The findings revealed that: 1) administrators' overall administrative skills were at a high level, with communication skills ranked highest, followed by conceptual, technical, and human relations skills; 2) teachers' standard-based performance was at the highest level, led by duty performance, learning management, and community relations; 3) administrative skills showed                  a statistically significant moderate positive correlation with teachers' performance at the .01 level (r = .529); and 4) development guidelines focused on integrating four skill dimensions - technical skills via technology and PLC processes, human relations through participatory management, conceptual skills through systems thinking and strategic vision, and clear multi-channel communication to enhance organizational effectiveness.