Characteristics of School Administrators in the 21th Century Who Working under Phranakhon Si Ayutthaya Primary Educational Service Area Office 1.

Abstract

              The purposes of this research were to study the characteristics of school administrators in the 21st century  and to compare the characteristics of school administrators in the 21st century in regards of the experience in administration and school size. The research samples were 128 school administrators who working under Phranakhon Si Ayutthaya Primary Educational Service Area Office 1 in the academic year of 2016. The sample size was determined by  Yamane’ s formula and the samples were selected by multi-stage random sampling method. The research instrument was 46 questions of 5-scale questionnaire with the reliability of .96. The data were analyzed by mean and standard deviation. One-way analysis of variance (one-way ANOVA) was also used for testing the hypothesis.

               The results were as following:  1)  In overall, the characteristics of school administrators in the 21st century were at high level, and, when considering each aspect, the highest levels were found in Loyalty and Moral, Commitment and Persistence, and the high levels were found in Visionary, Building of Community Network,  Critical and Creative Thinker, and Communication and Technology. 2)  The overall and each aspect of the characteristics of school administrators in the 21st century with various levels of experience were found to have no significant differences; however they were statistically different at the significance level of .05 in the question no. 3 that mentioned the Critical and Creative Thinker which referring to the capability of creative thinking for innovation development and the question no. 4 that mentioned the Communication and Technology which referring to the capability of community persuasion for schools’ participation and schools’ performance. 3) The overall and each aspect of the characteristics of school administrators in the 21st century with various levels of school sizes were found to have no significant differences; however they were statistically different at the significance level of .05 in the question no. 3 that mentioned the Critical and Creative Thinker which referring to the capability of creative thinking for innovation development and question no. 7 that mentioned the Visionary which referring to the capability of procuring the obvious achievement in school administration such as receiving the certificate for excellent administration or being the school prototype etc.