A Study of Good Governance Management Skills of School Administrators in the 21st Century under Chiang Rai Primary Educational Service Area Office 3

Abstract

          This study aimed to: (1) examine the level of good governance-based management skills among school administrators in the 21st century and (2) compare these skills according to respondents' gender, age, position, work experience, school size, administrators’ gender, and administrators’ administrative experience under the Chiang Rai Primary Educational Service Area Office 3. The sample comprised 350 school administrators and teachers selected through stratified random sampling. Data were collected using a five-point Likert-scale questionnaire with a reliability coefficient of 0.988 and analyzed using frequency, percentage, mean, standard deviation, independent-samples t-test, and one-way analysis of variance (ANOVA).

           The findings revealed that the overall level of good governance-based management skills among school administrators in the 21st century was high (x̄ = 4.49, S.D. = 0.26). Among the dimensions, teamwork and collaboration skills received the highest mean score (x̄ = 4.52, S.D. = 0.25), whereas communication and stakeholder participation skills received the lowest mean score (x̄ = 4.46, S.D. = 0.27). Comparative analyses indicated no statistically significant differences in the overall perceptions of good governance-based management skills across respondents' gender, age, position, work experience, school size, administrators’ gender, or administrators’ administrative experience. However, significant differences were identified in certain individual dimensions according to respondents' gender, age, position, work experience, and administrators’ gender. In contrast, respondents from schools of different sizes and those whose administrators had different levels of administrative experience did not differ significantly in either the overall perceptions or any individual dimensions.