THE DESIRABLE CHARACTERISTICS OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY ACCORDING TO THE OPINIONS OF TEACHERS UNDER THE KAMPHAENG PHET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The objectives of this study were to: 1) investigate the level of importance regarding the desirable characteristics of school administrators in the 21st century as perceived by teachers under the Kamphaeng Phet Primary Educational Service Area Office 1, and 2) compare these desirable characteristics classified by gender, age, educational qualification, work experience, and school size. The sample group consisted of 324 teachers and educational personnel working in 203 educational institutions under the Kamphaeng Phet Primary Educational Service Area Office 1 during the 2025 academic year. The research instrument was a questionnaire concerning the desirable characteristics of school administrators in the 21st century, divided into three sections, with reliability coefficients ranging from 0.90 to 0.95. The statistics used for data analysis were percentage, mean, standard deviation, t-test, and F-test.

The findings revealed that, overall, the desirable characteristics of school administrators in the 21st century, as perceived by teachers, were rated at a high level. These characteristics comprised eight aspects: 1) knowledge and competence, 2) vision, 3) creativity and innovation, 4) communication and work relations, 5) morality and ethics, 6) personality, 7) human relations, and 8) leadership. Hypothesis testing indicated that teachers with different genders, ages, work experiences, and school sizes had significantly different perceptions regarding the desirable characteristics of school administrators, both overall and in individual aspects, at the .05 level of statistical significance.