THE GUIDELINES FOR DEVELOPMENT OF THE 21th CENTURY LEADERSHIP SKILLS ADMINISTRATORS BASED ON THE TUTHIYAPAPHANIKHASUTTA IN THE GROUP UNITED CAMPUS OF SUAN THEPPARAT THIPTAI CHALOEM PHRAKIAT PATHUM THANI

Abstract

This research aimed 1) to study the status of leadership skills in the 21st century of educational administrators in the group of Suan Thep Rattana Thipthai Chalermprakiat Sub-Campus, Pathum Thani Province, 2) to study the method of developing leadership skills in the 21st century according to the Dutiyappanika Sutta of educational administrators, and 3) to propose a guideline for developing leadership skills in the 21st century according to the Dutiyappanika Sutta of educational administrators. This research was a mixed-method study, in terms of quantitative research, using a questionnaire with a sample of 248 administrators and teachers. Data were analyzed using percentages, means, and standard deviations. The qualitative research used an interview form with 7 key informants and analyzed data by content analysis. The research results found that 1) the overall and specific leadership skills of educational administrators in the 21st century were at a high level. 2) The methods of developing leadership skills in the 21st century according to the Dutiyappanika Sutta of educational administrators consisted of (1) vision: providing opportunities for personnel to participate in setting goals and planning school plans, and developing people to have knowledge and capabilities to perform their duties, (2) creativity: learning to accept different perspectives, (3) communication: developing speaking skills, knowledge and understanding of individual differences in communication, (4) cooperation skills: creating a work atmosphere with set practices for living together in schools. And 3) Guidelines for developing leadership skills in the 21st century for school administrators was an integration with the principles of the Dutiyappanika Sutta, consisting of (1) vision: administrators analyzed educational trends and created a clear vision of the school, (2) creativity: administrators developed strategies to be open to listening to opinions, using existing resources to the greatest benefit, (3) communication: administrators developed technological skills, were aware of changes, supported communication technology, and communicated to the point, (4) cooperation: administrators allowed for participation, accepted individual differences, and build morale and encouragement.