The Guidelines for Developing the Teamwork of School Administrators According to Saṅgahavatthu in Primary Schools under Angthong Primary Educational Service Area Office

Abstract

The thesis consisted of the following objectives: 1) to investigate the teamwork 2) to compare the teamwork and 3) to propose the guidelines for developing the teamwork of school administrators according to Saṅgahavatthu in schools under Angthong Primary Educational Service Area Office. The study employed a mixed-method approach, with quantitative data collected from 410 persons in a group sample. A questionnaire with a reliability of 0.99 was the research instruments. The acquired data were analyzed by using frequency, percentage, mean, standard deviation (S.D.), t-test, f-test. The qualitative method used semi-structured interview to collect data with 9 key informants. The obtained data were analyzed by content analysis. From the study, the following results are found: 1. The teamwork of school administrators in primary schools under Angthong Primary Educational Service Area Office consists of 5 aspect and are overall at a high level (= 4.41, S.D. = 0.57). When each aspect is considered, the following results from high to low sequence are found: (1) Participation; (2) Identifying the mutual goals; (3) Communication;     (4) Trusting one another; and (5) Interaction. 2. From comparing the opinions of administrators and teachers on the teamwork of school administrators classified by personal factors which are educational levels, positions, work experience, and school sizes, it is discovered that administrators and teachers with different positions and school sizes differ in their opinions; therefore, accepting the null hypothesis. While administrators and teachers with different educational levels and work experience do not differ in their opinions; therefore, denying the null hypothesis. 3. The guidelines for developing the teamwork of school administrators according to Saṅgahavatthu in primary schools under Angthong Primary Educational Service Area Office, it is revealed as follows: (1) On identifying the mutual goals, in which administrators should allow all teachers to participate in identifying mutual goals, and administrators should speak rhetorically so that all teachers can form their own ideas and propose them at the meeting. Administrators should notify all teachers once the goals have been established; (2) On participation, in which administrators should give teachers opportunities to participate in their work by thinking, making decisions, taking responsibility, evaluating, and solving problems together; (3) On communication, in which administrators should encourage teachers to communicate with one another in order to share knowledge and ideas. Communication must be conducted in an appropriate, pleasant, and polite manner; (4) On trusting one another, in which administrators should show teachers affection, faith, sincerity, confidence, and generosity without taking advantage of them. Teachers should be encouraged to communicate with one another in a friendly manner, as well as behave impartially and beneficially; (5) On interaction, in which administrators should begin by showing affection and concern for teachers. Administrators should interact with teachers on a regular basis, inquire about their well-being, avoid acting superior or using their position to oppress teachers, and show empathy to teachers.