THE CHARACTERISTICS OF PROFESSIONAL ADMINISTRATORS OF SCHOOLS UNDER THE SISAKET PRIMARY EDUCATIONAL SERVICE AREA DISDRICT OFFICE 4

Abstract

 This research aimed to: 1. study the level of characteristics of professional administrators under the Sisaket Primary Educational Service Area Office; 2. compare the characteristics of professional as classified by job position and school size and 3. study the recommendations for developing professional administrators of school administrators. The sample was a group of 331 school administrators and teachers under the Sisaket Primary Educational Service Area Office 4, including 34 school administrators and 297 teachers, randomly stratified; the sample size                was determined by using the ready-made tables of Krejcie and Morgan. The research instrument used to collect the data was a five-scale rating questionnaire with a reliability coefficient of .992. The statistics used were frequency, percentage, mean, standard deviation, t-test, one-way analysis of variance, and content analysis. The results of the research were as follows: 1. the overall level of the characteristics of professional administrators under Sisaket Primary Educational Service Area Office 4 was at a high level; 2. The comparison of the characteristics of professional of school classified by job position, Have attitude Professional management The overall and individual aspects are not different and comparison of professional characteristics of school  classified by school size as a whole found statistically significant there are not difference, but in individual aspects found that there were statistically different at .05 level of significance on personality. and 3. the recommendations guidelines associated with characteristics of professional of school administrators should be established as follows: 1) should develop themselves in educational administration by furthering their studies; 2) they should formulating strategies in educational administration appropriate to globalization;   3) have to be authentic existence to teachers and should providing opportunity for parents and communities to give advice and offer; 4) should providing impartiality and equal treatment to all school staff as well as paying attention to their opinion;              5) equipping school teachers with communicative competence in English as well providing trainers to improve English communication skills for school teachers and staff; 6)apply the way to learning management with passing outside Quality Assurance to their own schools, respectively; 7) should be brave to make any decision and solve problems confidently including they have to listen to the other ideas to use in making judgment; 8) disseminating and propagating school public information and providing opportunity for parents and communities to give advice and offer opinion; 9) forgiveness for public service work; and 10) should be a right continuous to equal treatment from others without discrimination against anyone.