Core Competencies of School Administrators Affecting the Professional Standards of Teachers in Schools Under the Samut Sakhon Primary Educational Service Area Office

Abstract

Background and Aims: The researcher is interested in studying the core administrative competencies of school administrators that influence teachers' professional practice in schools under the jurisdiction of the Samut Sakhon Primary Educational Service Area Office. This study employs a descriptive research approach with the following objectives: 1) To assess the level of core administrative competencies of school administrators. 2) To evaluate the level of teachers' professional practice. 3) To examine the impact of school administrators' core administrative competencies on teachers' professional practice in schools under the Samut Sakhon Primary Educational Service Area Office.

Methodology: The sample group for this study consisted of 322 school administrators and teachers, selected from a population of 1,982 individuals using stratified random sampling, with districts as the stratification criterion. The research instrument was a questionnaire with an overall reliability coefficient of 0.936 (α = 0.936). The statistical methods used for data analysis included percentage, mean (x̄), standard deviation (S.D.), and stepwise multiple regression analysis.

Results: 1) The overall level of core administrative competencies of school administrators under the Samut Sakhon Primary Educational Service Area Office was found to be high. 2) The overall level of teachers' professional practice under the Samut Sakhon Primary Educational Service Area Office was also found to be high. 3) The core administrative competencies of school administrators had a statistically significant impact on teachers' professional practice in schools under the Samut Sakhon Primary Educational Service Area Office at the .01 level (R² = 0.329).

Conclusion: The predictive variables, ranked in order of influence from highest to lowest, were service orientation (X₂), teamwork (X₄), and self-development (X₃). These factors collectively predicted teachers' professional practice in schools under the Samut Sakhon Primary Educational Service Area Office with an accuracy of 32.90 percent.