Psychosocial Factors of Educational Administrators Affecting School Administration in Schools Under Songkhla Satun Secondary Educational Service Area Office

Abstract

Background and Aims: The psychosocial factors of school administrators play a crucial role in fostering staff morale and job satisfaction, which in turn contribute to the overall development and quality of the school. This concept aligns with the Ninth National Economic and Social Development Plan, which emphasizes people as the center of development. Therefore, studying the psychosocial factors of administrators serves as an important approach to enhancing administrative effectiveness and improving student quality within educational institutions. The objectives of this research are: 1) to study the psychosocial factors of educational institution administrators. Under the Songkhla Secondary Educational Service Area Office, Satun, 2) to study the administration of educational institutions by educational institution administrators. Under the Songkhla Secondary Educational Service Area Office, Satun, and 3) to study psychosocial factors that affect educational institution administration. Under the Songkhla Secondary Educational Service Area Office, Satun.

Methodology: The population is teachers. Schools under the jurisdiction of the Songkhla Secondary Educational Service Area Office, Satun, for the academic year 2023, totaling 2,639 people. The sample group was determined using Crazy and Morgan's tables, numbering 335 people. Statistics used to analyze the data: frequency distribution, percentage, mean (\bar{x} ), standard deviation (S.D.), and multiple regression analysis.

Results: The research results found that 1. The level of psychosocial factors of educational institution administrators that affect the administration of educational institutions of schools under the Songkhla Secondary Educational Service Area Office, Satun, is overall at a high level. When considering each aspect, it was found that Achievement motivation, Future-oriented, self-control, attitude, and social support were at a high level 2. The administration level of educational institution administrators under the Songkhla Secondary Educational Service Area Office, Satun, was overall at a high level. When considering each aspect, it was found that Academic administration, Budget management, Human resource management, and General administration were at a high level, and 3. Psychosocial factors affecting the administration of educational institutions by school administrators under the Songkhla Secondary Educational Service Area Office, Satun, using multiple regression analysis. It was found that there are psychosocial factors that affect the administration of educational institutions, including future-oriented factors and self-control. Attitudinal factors in achievement motivation and social support factors have a positive effect with statistical significance at the .01 level.

Conclusion: The study found that school administrators under the Secondary Educational Service Area Office Songkhla–Satun demonstrated a high overall level of psychosocial factors, including achievement motivation, future orientation with self-control, attitudes, and social support. Likewise, their overall level of school administration was also high across academic administration, budget administration, personnel administration, and general administration. Multiple regression analysis revealed that future orientation with self-control, attitudes, achievement motivation, and social support positively influenced school administration with statistical significance at the .01 level. These findings indicate that psychosocial factors are key components that enhance the administrative effectiveness of school administrators.