Administrator’s Competency in the 21st Century Affecting the Teacher’s Performance Based on Professional Standard in the School under The Secondary Educational Service Area Office Chonburi Rayong

Abstract

The objectives of this study were to examine: (1) the level of 21st century competencies of school administrators under the Secondary Educational Service Area Office Chonburi–Rayong; (2) the level of teachers’ performance based on professional standards in schools under the same jurisdiction; and (3) the influence of administrators’ 21st century competencies on teachers’ performance based on professional standards. This study employed a quantitative research design. The sample consisted of 278 school administrators and teachers drawn from a population of 962, selected through stratified random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.946. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.
The findings revealed that: (1) the overall level of 21st-century competencies of school administrators was at a high level; (2) the overall level of teachers’ performance based on professional standards was also at a high level; and (3) administrators’ 21st century competencies significantly influenced teachers’ performance at the 0.01 level of statistical significance, with a predictive power of 67.80%. The most influential predictors, in descending order, were continuous learning, forward thinking and long-term planning, collaboration and communication across sectors and generations, building trust and credibility through integrity and ethics, empowering and developing others, and decision-making under uncertain and complex situations.