The Study of Levels of Professional Early Childhood Educator Competencies of School Administrators under the Office of Primary Educational Service Area in Thailand

การศึกษาระดับสมรรถนะนักการศึกษาปฐมวัยมืออาชีพของผู้บริหารโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาในประเทศไทย

Abstract

This research was conducted with descriptive methods. The objective of this research was to study professional early childhood educator competencies levels of school administrators under the Office of Primary Educational Service Area in Thailand. The sample was school administrators from 330 elementary schools under the Office of Primary Educational Service Area in Thailand that provide early childhood education. The research used a multi-stage random sampling method from a total population of 25,893 schools. The data were collected from school administrators. The research tool was 5-level rating scale questionnaire of the professional early childhood educator competencies levels of school administrators. The data was analyzed by frequency, percentage, mean and standard deviation.

The results showed that school administrators under the Office of Primary Educational Service Areas in Thailand had an overall average level of professional early childhood educator competency at a high level. Ranking the average levels of professional early childhood educator competency in all 9 components from the highest to the least were as follows: 1) Promotion of health, safety, and nutrition for early childhood (x̅ = 4.70), 2) Enhancing relationship, interaction, and guidance for early childhood and family (x̅ = 4.63), 3) Engagement building of family and community in early childhood development (x̅ = 4.55), 4) Early childhood administration and supervision (x̅ = 4.50), 5) Early childhood professional development (x̅ = 4.42), 6) Leadership in early childhood education (x̅ = 4.40), 7) Development of curriculum and learning environment for early childhood (x̅ = 4.33), 8) System management of observation, screening, assessment, and documentation for early childhood (x̅ = 4.31), and 9) Promotion of early childhood care and development (x̅ = 4.28).