School Administrator’s Managerial Skills Affecting Quality System Management in World-Class Standard Schools

Abstract

Abstract

            The objectives of this research were to study 1) the school administrator’s managerial skills , 2) the quality system management, and 3) the school administrator’s managerial skills affecting quality system management in world - class standard schools. The samples were 58 world - class standard schools. The respondents of each school were school administrator, deputy school administrators, and head teachers, in total of 250 respondents. The research instrument was a five-level rating scale questionnaire. The descriptive statistics used for data analysis were frequency, percentage, mean, and standard deviation, as well as the inferential statistics was Stepwise Multiple Regression Analysis.

            The research findings revealed as follows:

            1. The school administrator’s managerial skills in world - class standard schools was at high level, as a whole. When considering at individual aspect, they were ranked by the descending orders of mean as follows; conceptual skill, human skill, education and instructional skill, technical skill, and cognitive skill respectively. 

            2. The quality system management in world - class standard schools was at high level, as a whole. When considering at individual aspect, they were ranked by the descending orders of mean as follows; organization leading, human resources focus, measurement analysis and knowledge management, customers and stakeholders focus, performance outcome, process management, and strategic planning.

            3. The school administrator’s managerial skills affected quality system management in world-class standard schools which could predict quality system management  as  a  whole  at 79 %. When considering with influential predictors individually, the findings were ranked by  the descending order as follows; 1) technical skill, education and instructional skill, human skill, and conceptual skill affected organization leading, 2) education and instructional skill, technical skill, and cognitive skill affected strategic planning, 3) education and instructional skill, and cognitive skill affected customers and stakeholders focus, 4) education and instructional skill, cognitive skill, technical skill, human skill, and conceptual skill affected measurement analysis and knowledge management, 5) technical skill, education and instructional skill, human skill, conceptual skill, and cognitive skill affected human resources focus, 6) technical skill, cognitive skill, human skill, and conceptual skill affected process management, and 7) cognitive skill, education and instructional skill, and technical skill affected performance outcome respectively.