Guidelines for Developing Coordination among Educational Institution Administrators in the Secondary Educational Service Area Office Bangkok 1

Abstract

Background and Aims: In the context of an increasingly complex and dynamic global society, generational diversity within organizations poses challenges to management and internal coordination. This is particularly evident in educational institutions, where effective collaboration is essential. Accordingly, school administrators must develop coordination skills—particularly in communication, teamwork, and the use of technology—to drive organizational success. This study, therefore, aims to explore the development of coordination competencies among school administrators in the Secondary Educational Service Area Office Bangkok 1, to enhance administrative efficiency in schools. The objectives of this research are: 1) To study the level of coordination by school administrators under the Secondary Educational Service Area Office 1, and 2) To propose guidelines for the coordination of school administrators under the Secondary Educational Service Area Office 1.

Methodology: The target population for this study comprised three groups: (1) school principals, (2) deputy school principals, and (3) teaching staff, with a total of 295 participants. The sample size was determined using the sample size determination table proposed by Krejcie and Morgan (1970: 607–610), resulting in a selection of 59 schools. From each selected school, one principal, one deputy principal, and three teaching staff members were included as respondents, yielding a total sample of 295 individuals. In addition, five school administrators, identified as subject-matter experts through purposive sampling, served as key informants. Data collection employed two instruments: a structured questionnaire and an interview guide. Quantitative data were analyzed using descriptive statistics—frequency, percentage, mean, and standard deviation—while qualitative data were examined through content analysis to identify recurring patterns and themes.

Results: The results of the study indicated that the overall level of coordination among school administrators under the Secondary Educational Service Area Office, Bangkok 1, was rated as high. Analysis of the data identified six critical dimensions for development as perceived by the respondents. First, collaboration entails the cultivation of constructive interpersonal relationships coupled with the explicit articulation of organizational goals. Second, timing involves the implementation of systematic planning processes and the precise delineation of responsibilities to ensure operational efficiency. Third, information consistency requires the strategic allocation of personnel in alignment with task requirements, alongside the clear specification of roles and authority. Fourth, communication systems emphasize the adoption of two-way communication channels that adhere to established administrative hierarchies. Fifth, information management encompasses the prompt and accurate exchange of information, as well as the facilitation of professional growth among staff members. Finally, information technology necessitates the continuous modernization of systems to effectively respond to evolving technological advancements and societal transformations.

Conclusion: Based on the findings, it can be concluded that school administrators within the Secondary Educational Service Area Office, Bangkok 1, possess a high capacity for coordination. Nonetheless, there remains significant potential to further enhance efficiency through strategic actions aligned with the six key dimensions identified in this study. Specifically, fostering systematic collaboration, engaging in meticulous planning with clearly defined roles, aligning personnel deployment with organizational needs, adopting effective communication practices, ensuring the prompt and accurate management of information, and leveraging modern technologies can collectively foster greater agility in coordination processes. These measures are expected to reduce redundancy, streamline operations, and ultimately strengthen the quality and sustainability of educational administration within schools.