แนวทางการพัฒนาทักษะด้านความคิดรวบยอดของผู้บริหารสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษานครราชสีมา เขต 4

Guidelines for Development Conceptual Skills of School Administrators under the Nakhon Ratchasima Primary Educational Service Area Office 4

Abstract

This research aims to study and compare the development of summary conceptual skills of school administrators, classified by work experience, and to explore guidelines for developing summary conceptual skills of school administrators under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4. The research methodology employed a mixed-methods approach. The sample group consisted of 123 school administrators, selected using simple random sampling with sample size determined using Krejcie and Morgan's table. The research instruments included a questionnaire (IOC = 0.80-1.00, Reliability = 0.956) and a semi-structured interview. Data analysis involved descriptive statistics (frequency, percentage, mean, standard deviation), t-test, and qualitative analysis of interview data using content analysis and narrative summary. 1. The overall summary conceptual skills of educational administrators are at the highest level. The area with the highest average value is diagnosis, and the area with the lowest average value is questioning. 2. Comparison of summary conceptual skills of educational administrators, classified by work experience, overall, differs significantly at the .05 level. 3. Guidelines for developing summary conceptual skills of school administrators The study found that school administrators should be able to anticipate and plan for future events and trends, have analytical skills, analyze roles and responsibilities, think outside the box, generate new ideas, have techniques for using questions, collect accurate information, and use it effectively in diagnostics. They should also make diagnoses based on reason, evaluate available options, and select the most appropriate option.