THE DEVELOPMENT OF COMPONENTS AND KEY COMPETENCY INDICATORS OF SCHOOL ADMINISTRATORS IN MULTICULTURAL SOCIETY UNDER THE OFFICE OF PRIMARY EDUCATION SERVICE AREA IN THE THREE SOUTHERN BORDER PROVINCES

Abstract

The purposes of this research were to 1) analyze the components and competency indicators of educational institution administrators in a multicultural society and 2) analyze the components and competency indicators of educational institution administrators in a multicultural society. This mixed-methods research was conducted in two phases: Phase 1 involved determining and analyzing the components of developing competency indicators for school administrators in a multicultural society. The informants were 12 experts with relevant knowledge and experience, selected using a purposive sampling method. Phase 2 focused on the development of components and competency indicators of school administrators in a multicultural society, with a sample of 615 educational institution administrators used for exploratory factor analysis. The accuracy was further checked with a group of 30 knowledgeable individuals. Data were analyzed using statistical software to find values including mean and standard deviation, and comparing the average level obtained in each aspect with the evaluation criteria at a high level ( = 3.51). The results revealed that: 1) Educational institution administrators must have an understanding and respect for culture and religion. This includes creating an understanding and respect for the culture and religion of the involved communities, learning about traditions, arts, and culture, and taking pride in what is unique to the area by building partnerships with the community. Strengthening partnerships with community leaders and local organizations is essential to support creative and beneficial activities for everyone in society. 2)The components and indicators of competency of school administrators in a multicultural society under the jurisdiction of the Primary Educational Service Area Office in the three southern border provinces consist of 4 components and 57 indicators: Personnel and community management aimed at integrating multiculturalism, with 31 indicators, Academic leadership and educational innovation, with 16 indicators, Organizational administration towards educational quality assurance, with 5 indicators, and Research to develop educational quality, with 5 indicators. All indicators are accurate according to actual conditions (Concurrent Validity) and are statistically significant at the .001 level.