ADMINISTRATIVE STRATEGIES OF THE PHANG NGA, PHUKET AND RANONG SECONDARY EDUCATIONAL SERVICE AREA OFFICE BASED ON LEARNING OUTCOMES TO PROMOTE STUDENTS’ FUTURE WORK SKILLS

Abstract

This study aimed to: 1) Examine the current conditions, desirable conditions, and priority needs for the administration of the Secondary Educational Service Area Offices of Phangnga, Phuket, and Ranong based on the learning outcomes approach to promote students' future work skills; 2) Develop administrative strategies; 3) Investigate the implementation outcomes of the administrative strategies; and 4) Formulate policy recommendations. This study employed a mixed-methods research design consisting of four phases. Phase 1 examined the current and desirable conditions, as well as priority needs, through a questionnaire administered to 393 participants. The instrument achieved a reliability coefficient of 0.881. Data were analyzed using the mean, standard deviation, and priority needs assessment based on the Modified Priority Needs Index (PNI Modified). Phase 2 focused on developing administrative strategies through a workshop that used the TOWS Matrix. The draft strategies were developed by the researcher and evaluated by a panel of experts. Phase 3 investigated the implementation outcomes of the administrative strategies. The findings revealed that school administrators demonstrated the highest level of administrative competency, while teachers demonstrated a high level of instructional competency. The enhancement of personnel competencies served as a key driving force in improving students' future work skills, which reached good to excellent quality levels and exceeded the established targets. Phase 4 formulated policy recommendations through a workshop involving 3 administrative levels: the Office of the Basic Education Commission, the Educational Service Area Office, and schools. The recommendations consisted of a vision, mission, goals, objectives, administrative strategies, and implementation guidelines. The policy recommendations were evaluated as having the highest level of appropriateness and a high level of feasibility.