Guideline to Develop School Administrators’ Roles Under Performance Evaluation Due to the Performance Agreements of Khon Kaen Primary Educational Service Area 1

Abstract

The purposes of this research were 1) to study the current conditions, desired conditions, and needs of role school administrators under the performance evaluation due to the performance agreement, and 2) to study guideline to develop school administrators’ roles under performance  evaluation due to the performance agreements of Khon Kaen Primary Educational Service Area 1. The research employed a mixed  methods  research, divided into two phases. In Phase 1, to study the current conditions, desired conditions, and needs of role school administrators under the performance evaluation due to the performance agreement. The sample are teachers and school administrators of Khon Kaen Primary Educational Service Area 1 consisted of 327 persons, selected using multistage sampling. Data were collected using a questionnaire the current conditions, desired conditions of role school administrators under the performance evaluation due to the performance agreement and analyzed using the Priority Needs Index (PNI_modified). In Phase 2, to study guideline to develop school administrators’ roles under performance  evaluation due to the performance agreements of Khon Kaen Primary Educational Service Area 1 by focusing on aspects with a Priority Needs Index (PNI_modified) greater than 0.30 and create an interview for guideline to develop school administrators’ roles by 7 experts and analyzed using the content analysis. And evaluation the guideline to develop school administrators’ roles under performance  evaluation due to the performance agreements by 9 experts using a rating scale to assess their suitability and feasibility. Data were analyzed using mean and standard deviation.

The research findings were as follows:

1.The current conditions, desired conditions, and needs of role school administrators under the performance evaluation due to the performance agreement in schools under Khon Kaen Primary Educational Service Area Office 1 were at a moderate level overall, while the desired conditions were at a high level overall. The needs f role school administrators under the performance evaluation due to the performance agreement, ranked from highest to lowest, included instructional operations, academic management and leadership, school management, work development addressing challenges in improving student quality, strategic and innovative change management, and personal and professional development.

2.The guideline to develop school administrators’ roles under performance evaluation due to the performance agreement of Khon Kaen Primary Educational Service Area 1 were categorized into 6 guidelines: 1) Academic management and leadership: development school administrators for set the vision by collaborate with teachers and educational personnel and create a government action plan to student development by performance agreement goals, 2) School management: development school administrators for integrating administrative tasks across the school’s four main areas witch performance agreement implementation, 3) Strategic change and innovation management: development school administrators to be change management and promoting school administrators for create the innovation participative management, 4) personal and professional development: development school administrators with knowledge, skills, and administrative competencies, to be a learning organization in schoo, 5) work development addressing challenges in improving student, teacher, and school quality: development school administrators use participation for develop students and set the vision by participative to guide the enhancement of student quality, 6) Teaching operations: development school administrators by encouraging administrators to collaborate with teachers in classrooms to better understand and address classroom challenges, Take the problems and needs of each classroom to school development plans. The evaluation of the guideline to develop school administrators’ roles under performance evaluation due to the performance agreements found that the appropriateness was at the highest level in all areas. The feasibility of school management, strategic change and innovation management, addressing key challenges in student development, and teaching operations were rated high, while academic management and leadership, as well as personal and professional development, were rated at the highest level.