The Relationship Between 21st Century administrative Skills of School Administrators and the Job Performance of Teachers in "Mae Fah Luang" Hill Tribe Community Learning Centers in the Northern Region

Abstract

          This research aimed to: 1) study the level of 21^stcentury administrative skills of school administrators under the "Mae Fah Luang" Hill Tribe Community Learning Centers in the northern region; 2) examine the performance of teachers at the "Mae Fah Luang" Hill Tribe Community Learning Centers in the northern region; and 3) analyze the relationship between the administrators' 21^stcentury administrative skills and the performance of teachers at the "Mae Fah Luang" Hill Tribe Community Learning Centers in the northern region. This study employed a quantitative correlational research design. The sample consisted of 144 school administrators and community learning center teachers. The research instrument was a questionnaire. Data were analyzed using frequency, mean, standard deviation, and Pearson's correlation coefficient.

           The findings were as follows:

1. The 21^st century administrative skills of school administrators at the "Mae Fah Luang" Hill Tribe Community Learning Centers were at a high level.
2. The performance of teachers at the "Mae Fah Luang" Hill Tribe Community Learning Centers was at a high level.
3. Overall, there was a moderate positive correlation between the administrators' 21^st-century administrative skills and the performance of teachers at the "Mae Fah Luang" Hill Tribe Community Learning Centers. This indicates that school administrators' 21^st-century administrative skills were positively associated with teachers’ job performance the effective performance of teachers in these learning centers.