THE PRIORITY NEEDS OF DEVELOPING STORYTELLING SKILL OF SCHOOL ADMINISTRATORS UNDER THE BANGKOK SECONDARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This study employed a descriptive research design with the objective of investigating the needs for developing storytelling skills among school administrators under the Secondary Educational Service Area Office Bangkok 2. A quantitative research methodology was adopted. The sample consisted of 48 school principals and vice principals selected through purposive sampling based on the specified criteria of holding positions as school principals or vice principals. The research instrument was a questionnaire assessing the current and desirable conditions of storytelling skill development among school administrators. The instrument demonstrated excellent content validity (IOC = 1.00) and a reliability coefficient of 0.89. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified). The findings revealed that the overall current condition of storytelling skill development among school administrators was at a moderate level ( = 3.987, SD = 0.558), whereas the overall desirable condition was at the highest level ( = 4.663, SD = 0.530). Regarding priority needs, the dimension with the highest need was Storytelling Delivery (PNI_modified = 0.188), while the dimension with the lowest need was Verbal Communication (PNI_modified = 0.144). The findings further indicated that, among the approaches for developing storytelling skills of school administrators under the Secondary Educational Service Area Office Bangkok 2, the most frequently reported approach (85.42%) was practicing storytelling through engaging openings, coherent and continuous story structures, and meaningful conclusions that provide lessons learned or inspiration.