ทักษะการบริหารในศตวรรษที่ 21 ของผู้บริหารที่ส่งผลต่อประสิทธิผล การปฏิบัติงานของครูในโรงเรียน สังกัดสำนักงานเขตพื้นที่ การศึกษาประถมศึกษานครพนม เขต 2

Abstract

 The purpose of this study was to study the 21^st century administrative skills of administrators affecting the effectiveness of teachers’ performance in school under the office of Nakhon Phanom Primary Educational Service Area Office 2. The samples of this study comprised 314 participants of school administrators and teachers under the Nakhon Phanom Primary Educational Service Area Office 2. They were selected using multi-stage random sampling. The instrument used in data collection was a 5-rating scale questionnaire, which the part of the 21st administrative skills of school administrators indicated validity index ranged between 0.80 -1.00, discrimination power index ranged between 0.80 – 0.83 and reliability index was at 0.83 whereas the part effectiveness Of Teachers’ Performance In School indicated validity index ranged between 0.80-1.00, discrimination power index ranged between 0.76 – 0.ฃand reliability index was at 0.78. Statistics used in data analysis were frequency, percentage, mean, standard deviation, correlation coefficient of Pearson and stepwise multiple regression analysis. The findings were as follows: 1. The 21^st century management skills of school administrators, as a whole and each component were at high level. 2. The effectiveness of teachers’ performance in school, as a whole and each component were at high level.        3. The 21^st century management skills of school administrators and The effectiveness of teachers’ performance in school under the office of Nakhon Phanom Primary Educational Service Area Office 2, showed positive correlation at high level with statistical significance at .01. 4. The 21^st century management skills of school administrators involved Technical management skills (X₅), skills in using digital technology (X₃), interpersonal skills (X₂), and creative thinking skills (X₄) were able to predict the effectiveness of teachers’ performance in school with statistical significance at .05, predictive power at 70.70, and and has a standard error of forecast of .36.  5. The guidelines for developing the 21^st century administrative skills of administrators affecting the effectiveness of teachers’ performance  in school involved four aspects these include 1) interpersonal skills, 2) skills in using digital technology, 3) creative thinking skills, and 4) technical management skills.