The Actual and Expected Sufficiency Operation of School Administrators under Nakhon Si Thammarat Primary Educational Service Area Office 2
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Abstract
This study aimed to investigate sufficiency school operations based on actual and expected operation of school administrators, to examine the Priority Needs Index of sufficiency school operations of school administrators, to compare the priority needs for sufficiency school operations of school administrators in relevance to their gender, work experience, academic standing, school size, and the duration for which their school has been evaluated as a self-sufficient school, and to identify problems and suggestions regarding sufficiency school operations based on actual and expected operation of school administrators. The sample consisted of 126 schools, administrators as key informants under Nakhon Si Thammarat Primary Educational Service Area Office 2, obtained using Krejci and Morgan’s table at a 95%confidence interval. The sample were then selected through stratified random sampling and simple random sampling. The instrument used was a five- point rating scale questionnaire with a consistency index of 1.00 for all items, and the overall reliability coefficient of .961. The data analysis statistics included mean, standard deviation, Priority Needs Index, One-way ANOVA, multiple comparisons using the LSD method, and content analysis.
The findings revealed that: 1) the overall sufficiency school operations based on actual and expected operation of school administrators were found at good levels; 2) the overall index of priority needs for sufficiency school operations of school administrators was 0.04 (PNI Modified= 0.04); 3) the results of comparing the priority needs for sufficiency school operations of school administrators in relevance to their gender, work experience, academic standing and the duration for which their school has been evaluated as a self-sufficient school showed no significant differences, except for school size which showed significant differences at levels of .01 and .05; 4) Problems and suggestions indicated that schools have not yet instilled awareness in students about the Philosophy of Sufficiency Economy. Therefore, school administrators should establish policies for sufficiency to drive the sufficiency school operations in order to continuously develop the desirable characteristics of living sufficiently among students.
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