Teacher Factors Affecting Success in School Administrators Under the Office of the Private Education Commission Nakhon Si Thammarat Province

Abstract

The objectives of this research were to: 1) study administrative factors, 2) examine success in school administration, 3) investigate the administrative factors affecting school administration success, and 4) propose development guidelines for those factors in schools under the Office of the Private Education Commission, Nakhon Si Thammarat Province. The sample consisted of 346 teachers in private schools during the 2025 academic year. The research instruments were a five-point rating-scale questionnaire and an in-depth interview form. Data were analyzed using percentage, mean, standard deviation, Pearson's correlation coefficient, multiple regression analysis, and content analysis. The findings revealed that: 1) overall administrative factors and each individual aspect were at a high level, with human resource management ranking highest and work motivation lowest; 2) overall school administration success and each aspect were at a high level, with academic administration ranking highest and budget administration lowest; 3) school climate and culture, administrators' leadership, and the reinforcement of the teaching and learning atmosphere significantly affected school administration success; and 4) successful schools should maintain strong professional role modeling, support clear and inclusive academic coordination, and continuously improve the administrative conditions that sustain school quality.