CORE COMPETENCIES OF SCHOOL ADMINISTRATORS UNDER THE BURIRAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to achieve three primary objectives: (1) to examine the level of core competencies of school administrators under Buriram Primary Educational Service Area Office 1; (2) to compare personnel’s opinions toward the core competencies of school administrators, classified by position, work experience, and school size; and (3) to propose guidelines for developing the core competencies of school administrators within the same jurisdiction. The sample group consisted of 322 participants, including school administrators and teachers. The research instruments included a five-point Likert scale questionnaire, with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00, and an overall reliability coefficient of 0.89. In addition, an interview form was employed to collect qualitative data. Data analysis was conducted using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics such as t-test, F-test (ANOVA), and pairwise comparison using Scheffé’s method.

            The findings revealed that:

1. The overall level of core competencies of school administrators under Buriram Primary Educational Service Area Office 1 was at a high level.
2. The comparison of personnel’s opinions toward the administrators’ core competencies, classified by position and school size, showed statistically significant differences at the .05 level. However, when classified by work experience, no significant differences were found in both overall and individual aspects.
3. The guidelines for developing core competencies of school administrators include enhancing achievement orientation, fostering creativity, improving resource management efficiency, and strengthening instructional leadership.