Developing in Administrative Competencies of Phrapariyatidhamma school Administrators in General Education Department.

Abstract

The purpose of the study was to develop the administrative competencies of Phrapariyatidhamma school administrators in general education department. The research procedure comprised 3 stages. Stage 1 involved the study and evaluation of the administration of the Phrapariyatidhamma school in general education department. Sixty administrators and 120 teachers were chosen from 60 Phrapariyatidhamma schools. One regular teacher and one special teacher from each school were purposively chosen from each school. The sample of the schools was selected by random sampling table from 408 Phrapariyatidhamma school in general education department in order to evaluate the administrator’s administrative competencies. Stage 2, 25 experts were purposively selected to acknowledge the results from the first stage research and made some additional suggestions. In stage 3, 12 Phrapariyatidhamma school administrators in most of schools which did not pass the criteria of the Office of Education Quality Assurance and Evaluation were purposively chosen for the development of their administrative competencies by the training workshop from the experts in education administration. The curriculum and academic papers were prepared for training workshop.

The results of the study found that:1. The administrators’ three competencies: personal competencies, core competencies and functional competencies were rated to be at the good and excellent level. However, it should be noted that 25 experts had observed these competencies tended to be at the satisfactory level, they generally accepted the results of the study and recommended that the development of the administrative competencies for the administrators in Phrapariyatidhamma school in general education department should include the three aspects: 1) personal competencies such as self-discipline, being a good model, leading a proper living, love and faith in one’s profession, and being responsible for their duty. 2) core competencies such as achieving the purposive goal, providing good service, self-development, and teamwork and 3) functional competencies such as analysis, synthesis and research, communication and motivation, development of personal potential development, organizational administration, vision, conceptual thinking and systematic procedure in solving problems. It should be noted that 12 selected administrators of Phrapariyatidhamma school should self-evaluate themselves before training. Results of self evaluation showed that their personal competencies were at the satisfactory level; their core competencies were at the satisfactory level and their functional competencies were rated from at the unsatisfactory level to the satisfactory level. Results after the training course showed that 1) personal competencies - self-discipline, being a good model, leading a proper living and love and faith for one’s profession were rated to be at the high level of satisfaction 2) core competencies - achieving purposive goal, providing good service, self-development, and teamwork were rated to be at the high to the highest level of satisfaction. 3) functional competencies such as analysis, synthesis and research skills, communication and motivation, personal potential development, organizational administration, vision, conceptual thinking and systematic procedure in solving problems were rated from the high to the highest level of satisfaction. It was found that the gain of three competencies was a statistical significance at the .01 level.

2. After the training course, the administrators returned to their routine work at schools for two weeks. They self-evaluated themselves and were evaluated by their teachers. The results showed that their three required competencies were rated to be from the high to the highest level of satisfaction. There was a statistical significance at the .01 level.