GUIDELINES FOR DEVELOPING HUMAN RELATIONS SKILLS OF SCHOOL ADMINISTRATORS BASED ON THE SEVEN SAPPURISADHAMMA PRINCIPLES OF THE BAN KRAWT SCHOOL GROUP 2, UNDER THE BURIRAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research article aims to: 1) study the needs for human relations skills of school administrators; 2) study the methods for developing human relations skills of school administrators based on the Seven Sappurisadhamma principles and 3) propose guidelines for developing human relations skills of school administrators based on the Seven Sappurisadhamma principles. This study employed a mixed-methods research. The quantitative research used questionnaires to collect data from a sample of 112 teachers, and the data were analyzed using statistics including frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI). The qualitative research was conducted through in-depth interviews with 7 key informants, and the data were analyzed using content analysis.

The research findings were as follows: 1) Overall, the current state of human relations skills among school administrators was at a low level, while the desirable state was at a high level. When ranking the priority needs, self-understanding was ranked first, followed by understanding the environment, and understanding others, respectively. 2) The methods for developing human relations skills of school administrators based on the Seven Sappurisadhamma principles comprise 7 aspects: (1) Dhammaññutā (Knowing the cause): Analyzing the root causes of problems and one's own emotions before giving orders to reduce emotional decision-making and conflicts. (2) Atthaññutā (Knowing the effect): Realizing the impact of one's words and decisions, focusing primarily on collective interests and organizational development. (3) Attaññutā (Knowing oneself): Understanding one's potential and limitations, accepting differing opinions, and providing opportunities for personnel participation. (4) Mattaññutā (Knowing moderation): Controlling emotions and exercising authority moderately and within bounds to create a respectful and fair working atmosphere. (5) Kālaññutā (Knowing the proper time): Choosing the appropriate timing for communication or reprimands, and avoiding stressful periods to reduce resistance. (6) Parisaññutā (Knowing the community/assembly): Understanding the context of the school, community, and organizational culture to align management methods with the environment. (7) Puggalaññutā (Knowing the individual): Understanding individual differences in abilities and personalities to appropriately assign tasks and care for personnel on an individual basis. 3) The guidelines for developing human relations skills of school administrators through the application of Seven Sappurisadhamma principles comprise 3 aspects: (1) Self-understanding aspect: Being mindful, controlling emotions, knowing one's strengths and weaknesses, keeping an open mind, and adapting to the organizational culture. (2) Understanding others aspect: Understanding individual differences, paying attention to morale, avoiding authoritative pressure, and assigning tasks appropriate to each individual. (3) Environmental aspect: Serving as a good role model, selecting appropriate timing for policy changes, and creating an atmosphere that work happiness at work for everyone.