Personnel Management Based on the Seven Sappurisadhamma Principles of School Administrators under the Office of Khon Kaen Primary Educational Service Area 3

Abstract

This study aimed to (1) examine the current state of personnel management based on the Seven Sappurisadhamma Principles among school administrators under the Office of Khon Kaen Primary Educational Service Area 3 and (2) propose strategic guidelines for implementing these principles in school administration. This study employs a mixed-methods research approach, integrating both quantitative and qualitative methods. The sample consists of 293 administrators and teachers, selected through simple random sampling. Additionally, nine key informants were chosen for qualitative data collection. The research instruments include a questionnaire, which has a reliability coefficient of .96, and an interview guide. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. Meanwhile, qualitative data were analyzed using inductive content analysis.             
The research results were as follows:
1. The overall implementation of personnel management based on the Seven Sappurisadhamma Principles by school was rated at a high level across all seven dimensions ( = 4.38, S.D. = 0.84).
2. Strategic Guidelines for Personnel Management Based on the Seven Sappurisadhamma Principles in the Office of Khon Kaen Primary Educational Service Area 3: (1) Dhammaññutā (Understanding of Dhamma): School administrators establish systematic monitoring and evaluation mechanisms for personnel performance. (2) Atthaññutā (Understanding of Purpose): Administrators demonstrate commitment and perseverance in driving their institutions toward established goals. (3) Attaññutā (Understanding of Oneself): Administrators and personnel cultivate a culture of kindness, generosity, and mutual respect. (4) Mattaññutā (Understanding of Moderation): Fair and equitable recognition is ensured for all personnel. (5) Kālaññutā (Understanding of Timing): Administrators exhibit proactive problem-solving skills, addressing issues effectively and in a timely manner. (6) Parisannñutā (Understanding of the Community): Ethical and moral development is prioritized among personnel and the broader school community. (7) Puggalaññutā (Understanding of Individuals): Appropriate welfare and support systems are provided to personnel in alignment with their needs and professional growth.