ROLES OF SCHOOL ADMINISTRATORS IN BOY SCOUT AND GUIDE ACTIVITIES BASED ON TEACHERS’ OPINIONS IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONTHABURI

Abstract

The objectives of this research were 1) to study roles of school administrators in boy scout and guide activities, 2) to compare the opinions of teachers, classified gender, scout level, scout experience, and education level, and 3) to study guidelines for managing in boy scout and guide activities. The sample consisted of 317 teachers by selected through stratified random sampling according to school size, and 3 key informants for the interview.  The research instruments included an interview and a questionnaire, with content validity, IOC values ranging from .67 to 1.00, a reliability value of.97. The data were analyzed by using frequency, percentage, mean, standard deviation, t-test, One-way ANOVA, LSD, and content analysis. The results of the research were as follows: 1) roles of school administrators in boy scout and guide activities were at the highest level in overall, particular aspects, ranking from the highest to the lowest mean: Scout Planning and Organizing; Development and Promotion of Diverse Activities; Supervision and Evaluation of Practitioners; Networking and Collaboration; Raising Awareness in Activity Organization; and Exchange Knowledge and Dissemination, 2) the opinions of teachers classified by gender, scout level, and scout experience were statistically significant at the level of .01 in overall, and particular aspects, while the differential education level was not different, and 3) guidelines for managing boy scout and guide activities: School administrators should facilitate budgeting, scout activity places, and equipment for organizing scout and guide activities; encourage teachers to develop their scout level for scout qualification, and foster collaboration networks between schools and stakeholders to support scout activities.