A Study of Burnout syndrome for Educational institution Administrator under Nakhon Ratchasima Primary Educational Service Area Office 1

Abstract

The purposes of this research were to: 1) study the burnout syndrome of school administrators, under Nakhon Ratchasima Primary Educational Service Area Office 1 2) compare the burnout syndrome of school administrators classified according to educational institution size, and 3) propose guidelines for treating burnout syndrome among school administrators under Nakhon Ratchasima Primary Educational Service Area Office 1. The informants consisted of 108 school administrators. The research instruments included a 5-level Likert scale questionnaire with an Item-Objective Congruence (IOC) index ranging from +0.60 to +1.00 and a reliability coefficient of 0.971, as well as a structured interview. The statistical methods used for data analysis included frequency distribution, percentage, mean, standard deviation, independent samples t-test, and content analysis.

The research findings were as follows: The burnout syndrome of school administrators under Nakhon Ratchasima Primary Educational Service Area Office 1 was found to be at amoderate level overall. The comparison of burnout syndrome levels among school administrators under Nakhon Ratchasima Primary Educational Service Area Office 1, categorized by school size, revealed no statistically significant differences overall. The guidelines for treating burnout syndrome among school administrators under Nakhon Ratchasima Primary Educational Service Area Office 1 indicated that administrators should develop skills and strategies to prioritize institutional tasks and create clear workload tracking plans. In addition, tasks should be divided into major and minor responsibilities, with systematic workload management and support mechanisms established to assist in managing workloads. Administrators should understand the roles and responsibilities of personnel and encourage task allocation based on individual interests and abilities through rational dialogue. This includes clarifying the importance of assigned tasks, supporting personnel development and training, fostering a collaborative organizational culture, and actively listening to feedback. Administrators should adhere to central policies while considering the context and mission of educational institutions to ensure that policies do not negatively impact students or schools. Policies should be carefully studied and analyzed, discussions should be organized, and collaborative approaches should be developed by selecting and prioritizing key tasks based on institutional resources. Furthermore, administrators should establish positive relationships with personnel through dialogue and public hearings, serve as role models, involve staff in decision-making processes, and build intimacy and trust. Activities should also be organized to strengthen relationships and enhance professional competencies.