Personnel Management According to the Four Bala (Spiritual Powers) of Primary School Administrators Under the Office of Khon Kaen Primary Educational Service Area 4

Abstract

This research aimed (1) to study the current state of personnel management development based on the Four Bala (Spiritual Powers) of educational administrators under the Office of Khon Kaen Primary Educational Service Area 4, and (2) to propose guidelines for developing the characteristics of administrators according to the Four Bala under the same jurisdiction. The study employed a quantitative approach using a questionnaire as the data collection instrument, with an overall reliability coefficient of 0.98. The sample group consisted of 264 participants, including school administrators and teachers. Statistical tools used included frequency, percentage, mean, and standard deviation. For the qualitative aspect, data were collected through interviews with 12 key informants, selected purposively for the purpose of validating consistency and accuracy. The research findings revealed that: (1) the overall condition of administrator characteristics based on the Four Bala was at a high level in both overall and individual aspects. The highest performing aspect was moral integrity, followed by cost-effectiveness, rule of law, responsibility, transparency, and the lowest was participation. (2) The recommended guidelines for administrator characteristics according to the Four Bala are: (1) administrators should focus on policy and strategy development while allowing all stakeholders to participate in curriculum development and improvement; (2) administrators should exhibit a caring personality, ready to assist and support others in the organization and provide access to academic information and resources; (3) administrators should possess a clear and concrete vision that is easily understood by all members of the organization; (4) encourage teamwork and diversity to build relationships and collaborative working skills; (5) maintain honesty in communication and expression; and (6) support continuous learning and the development of new knowledge to adapt to change and cultivate specific skills to enhance personality.