The Skills of School Administrators Affecting a Happy Workplace in School under Nakhon Phanom Primary Educational Service Area Office 1

Abstract

Background and Aims: Workplace happiness constitutes a fundamental element of human existence, as individuals dedicate a significant portion of their daily lives to professional endeavors, effectively establishing work as a core life activity. Beyond financial compensation, occupational engagement facilitates the development of professional relationships and the achievement of career milestones. Organizational happiness significantly enhances employee motivation, contributing to professional success and optimal operational efficiency. The purposes of this research were (1) to study and compare the skills of school administrators classified by school status and size, (2) to study and compare the concept of a happy workplace in schools classified by school status and size, (3) to study the relationship between the skills of school administrators and the happy workplace in schools, and (4) to study the skills of school administrators contribute to creating happy workplace in schools.

Methodology: This is quantitative research. The sample group consists of 90 school administrators and 318 teachers. The sample size was determined using percentage criteria and selected through stratified random sampling. The instruments used were 2 aspects of five-rating scale questionnaires: (1) a questionnaire on the skills of school administrators with the reliability of .97; (2) a questionnaire on the concept of a happy workplace in schools with the reliability of .98. The statistics employed were percentage, mean, standard deviation, t-test (Independent Samples), One-way analysis of variance, Pearson's correlation coefficient, and multiple regression stepwise analysis.

Results: The results of the research found that (1) the overall skills of school administrators, according to the opinions of both school administrators and teachers, were at a high level. In comparison, the overall skills of school administrators classified by status revealed a statistically significant difference at the .01 level, while the overall skills of school administrators classified by school size revealed a non-significant difference. (2) The overall concept of a happy workplace in schools, according to the opinions of both school administrators and teachers, was at a high level. In comparison, the overall skills of school administrators classified by status revealed a statistically significant difference at the .05 level, while the overall skills of school administrators classified by school size revealed a non-significant difference. (3) The relationship between the skills of school administrators and the concept of a happy workplace in schools was found to be positively and strongly correlated at a significant different at .01, with a correlation coefficient of .89 (rxy=.89). (4) The skills of school administrators, which included 4 aspects: (a) values and ethics of leadership (X5), (b) visionary leadership skills (X1), (c) skills in planning and curriculum development (X4), and (d) communication and community relations skills (X2), collectively predicted the creation of a happy workplace in schools. The prediction model was statistically significantly different at the .01 level, with a prediction power of 82% (R²=.82), SEest = 0.251.

Conclusion: A good school administrator with good skills can create a happy workplace in school by demonstrating creative leadership and solving problems effectively. These skills help foster a positive work environment, reduce conflicts, and motivate staff. When an organization is happy, it results in more effective teaching and sustainable development.