Guidelines for Developing Highly Effective Habits of School Administrators in the Era of Global Transformation in Schools under the Primary Educational Service Area Office, Songkhla Province

Abstract

The research aimed to study the current conditions, desirable conditions, necessary needs, and development guidelines for the habits of highly effective administrators in the era of global disruption in schools under the jurisdiction of the Songkhla Primary Educational Service Area Office. The sample consisted of 375 teachers. The research tool used was a five-point Likert scale questionnaire. Content validity was assessed through the index of item-objective congruence, yielding values between 0.67 and 1.00. The reliability was tested using Cronbach's alpha coefficient, which was .985. Data were analyzed using frequency, percentage, and the necessary needs index. The key informants were six educational administrators, and the tool used for them was a semi-structured interview. The data were analyzed through content analysis. The research results show that both the current and desirable conditions were, overall, at high and very high levels. The order of necessary needs was: thinking win-win, beginning with the end in mind, seeking first to understand, then to be understood, prioritizing tasks, synergizing, sharpening the saw, and being proactive. The development guidelines for the habits of highly effective administrators include cultivating a positive attitude, adhering to ethical principles, emphasizing participation, understanding differences, uplifting the mind, integrating holistic perspectives, developing teamwork potential, fostering a habit of continuous learning, learning from experiences, and improving personal traits.