PERSONNEL ADMINISTRATION IN SCHOOLS FOR STUDENTS WITH DISABILITIES AFFILIATED WITH THE OFFICE OF SPECIAL EDUCATION ADMINISTRATION, GROUP 4

Abstract

This research aims to 1) study personnel management in special education schools for children with disabilities under the Special Education Administration Office, Group 4; 2) compare personnel management in special education schools for children with disabilities under the Special Education Administration Office, Group 4, classified by position, educational level, and work experience; and 3) study guidelines for developing personnel management in special education schools for children with disabilities under the Special Education Administration Office, Group 4 The sample group consisted of 205 school administrators and educational personnel, with the sample size determined according to the Krejcie-Morgan table. The research instrument was a 5-level Likert scale questionnaire with a content validity index of 0.80–1.00 and an overall reliability coefficient of 0.80. Statistical analyses included frequency, percentage, mean, standard deviation, t-test, and F-test

          The research findings revealed that: 1) When considered individually, all aspects were at a high level; 2) A comparison of personnel management in schools for special needs under the Office of Special Education Administration, Group 4, showed no statistically significant differences at the .05 level; and 3) Guidelines for developing personnel management in schools for special needs under the Office of Special Education Administration, Group 4 Workforce management should utilize accurate data, appropriate planning, and equitable workload distribution with staff participation. Recruitment and appointment must be transparent, focusing on special education specialists and using competency-based personnel management. Continuous staff development through training, technology, and innovation will help improve the quality of education.