The Guidelines for Developing Performance Based on Standards of Administrator under the Secondary Educational Service Area Office, Kamphaeng Phet
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Abstract
This research aimed to (1) examine the current status and challenges in administrator performance based on standards under the Secondary Educational Service Area Office in Kamphaeng Phet, (2) compare performance levels based on administrators' experience and school size, and (3) develop guidelines for improving performance. A mixed-methods approach was employed in this study. The sample included 306 administrators and teachers, as well as 12 experts. Data were collected using questionnaires and workshop recordings, and were analyzed using mean, standard deviation, t-tests, one-way ANOVA, and SWOT analysis. The findings indicated that (1) the overall performance was rated high, with the highest scores in educational administration and the lowest in self-improvement. A key issue identified was academic administration and leadership, particularly in designing curricula that align with contemporary needs. (2) Performance comparisons revealed significant differences based on experience at the 0.05 level, although no significant differences were found based on school size. (3) The SWOT analysis revealed the following: strengths included highly effective educational administration with clear structures, facilitating smooth and efficient operations; weaknesses included insufficient self-development and professional growth, as well as a curriculum that does not align with the current social context or the needs of students; opportunities included the potential to leverage technology and innovation to enhance teaching, learning, and management, as well as to build cooperative networks with the community and various sectors; and threats included a lack of support and involvement from staff and the community, along with rapid social and technological changes that may require swift adaptations in management and teaching. The findings suggest that development guidelines should include the establishment of academic policies in collaboration with all relevant sectors, fostering awareness of academic development, enhancing infrastructure and supervision, and adapting learning management to students' potential.
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