Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1

Abstract

This research aims to 1) Study Administrative Skills in the 21st Century 2) compare the Administrative Skills in the 21st Century classified by variables such as school size and work experience, and 3) study the guidelines for developing  the Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1.The sample used in the research consisted of school Administrative Skills in the 21st Century under Phatthalung Primary Educational Service Area Office 1. This study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The population consisted of 113 school administrators under Phatthalung Primary Educational Service Area Office 1 and administrators of Phatthalung Primary Educational Service Area Office 1. The quantitative sample included 71 school administrators selected through simple random sampling. The qualitative sample consisted of 3 administrators from Phatthalung Primary Educational Service Area Office 1, selected through purposive sampling. The research instruments were a questionnaire with a reliability coefficient of .985 and a semi-structured interview form. The statistical analyses used were mean, standard deviation, t-test, and F-test. The research findings revealed that: 1) Overall and in each specific area, opinions regarding the administrative skills of school administrators were rated at a high level. 2) When classified by school size and work experience, the administrative skills of school administrators showed no statistically significant differences. 3) Regarding guidelines for developing the administrative skills of school administrators, the findings indicated that. (1) Administrators should continuously develop their analytical and creative thinking skills in order to think systematically and formulate strategies that keep pace with global changes and the future of education. (2) Administrators should enhance their knowledge, understanding, and skills in utilizing innovative instructional media to promote student learning, while encouraging teachers to experiment with and develop educational innovations. (3) Administrators should develop communication skills for both internal and external organizational communication, employing language appropriate to the target audience, while also establishing collaborative networks with teachers, parents, and the community in order to foster mutual understanding and cultivate a working environment characterized by cooperation and trust.