The Competencies of School Administrator and the Academic Affairs Administration in Schools Under Suphanburi Primary Educational Service Area Office 3

Abstract

This research aimed to investigate: 1) the level of school administrators’ competencies; 2) the level of academic administration in schools; and 3) the relationship between administrators’ competencies and academic administration in schools under the jurisdiction of the Office of Suphan Buri Primary Educational Service Area 3. The study employed a quantitative descriptive correlational research design. The sample consisted of 97 schools under the Office of Suphan Buri Primary Educational Service Area 3. Two informants were selected from each school—one school administrator and one teacher—yielding a total of 194 respondents. The research instrument was a questionnaire divided into two parts: (1) a school administrators’ competency questionnaire based on the concepts of Chessicks, McGill, and Leckson; and (2) an academic administration questionnaire based on the framework of the Office of the Basic Education Commission. The instrument employed a five-point Likert scale. Data were analyzed using percentage, mean, standard deviation, weighted mean, and Pearson’s product–moment correlation coefficient.

The findings revealed that: 1) the overall and individual aspects of school administrators’ competencies were at a high level. The competencies ranked from highest to lowest mean scores were communication, teamwork, strategic performance, planning and management, delegation, and change management. 2) The overall and individual aspects of academic administration were also at a high level. The highest-ranked aspects included curriculum development and internal quality assurance system development, followed by measurement and evaluation, guidance services, and academic planning. 3) There was a statistically significant positive correlation at the .01 level between school administrators’ competencies and academic administration at a high level. This indicates that higher levels of administrators’ competencies were associated with more effective academic administration in schools.