The Level of Students’ Social Competence in Secondary Educational Service Area Office Schools according to Teachers’ Perceptions

Abstract

     This research aims to examine the level of social competence among students in secondary schools under the jurisdiction of the Secondary Educational Service Area Offices in Thailand. The population and sample consisted of 1,659 schools. A stratified random sampling and simple random sampling method was used to select 836 schools. Two teachers from each school participated as respondents, totaling 1,672 informants. The research instrument was a social competence assessment scale developed for students. Data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that the overall level of students’ social competence was high. Among the three major components, self and social knowledge had the highest mean score, followed by self and social skills, and self and social attributes. In terms of sub-components, students demonstrated the highest mean in the attribute of willingness and enthusiasm to help others and society, whereas the lowest mean was found in the students’ understanding of emotions and feelings. The results suggest that most secondary school students possess strong interpersonal skills, adaptability, and a clear understanding of their social roles. These findings reflect the effectiveness of the educational management and student development processes in these schools, which align with the Ministry of Education’s policies in enhancing students’ social competence.