Guidelines for Developing Excutive Skills in the 21st Century for School Administrators in the Secondary Educational Service Area Office Suphanburi

Abstract

The objectives of this research were 1) to study the level of 21^st century skills of educational administrators and 2) to propose guidelines for developing the skills of administrators in the 21^st century. The sample consisted of 292 teachers and educational institution administrators under Suphanburi Secondary Educational Service Area Office selected by applying stratified random sampling. The research instrument was a questionnaire with a reliability of 0.85. The statistics used for data analysis were mean, standard deviation. and proposing guidelines for developing the skills of administrators in the 21^st century leadership of school administrators the main informants were academics in education. A total of 7 administrators in the educational area, provincial education officer and secondary school administrators were selected by a specific form. The research tools were interview forms and content analysis. The results of the research found that 1) the Skills in the 21^st century of the administrators of the educational institutes as a whole were at a high level. that the aspect with the highest average level of practice was technology skills and digital usage, and the aspect with the lowest average level of practice was thinking, analysis, and creative thinking skills. 2) Guidelines for developing the skills of school administrators in the 21st consisted of 5 aspects, namely (1) Communication skills, such as organizing training to develop English language skills for educational administrators. (2) Organizational management skills, such as always being prepared to deal with changes in personnel, buildings, and locations, and always listening to news. (3) Skills in thinking, analysis and creativity, such as being open to new ideas and applying them to work. (4) Technology skills and digital usage, such as selecting and using information technology and adapting it to be consistent with the context of the educational institution. (5) Human relations skills, such as having good relationships, being friendly, and listening to others' opinions, etc.