Administrators’ Roles in Inspiration For The Success of Teachers in Compulsory Schools Under The Office of Mahasarakham Primary Educational Service Area 3
This study aimed to examine the school administrators’ roles in inspiration for the success of teachers thus develop guidelines for school administrators to inspire teachers’ successin compulsory schools under MahaSarakham Primary Educational Service Area 3, Thailand. Researchers utilized mixed mode method using survey and focus group interview design. A total of 220 teachers as well as seven school administrators were involved phase 1 and phase 2 of this study as respondents respectively. Researchers employed purposive sampling technique for the seven qualitative samples while multi-stage sampling technique for 220 quantitative samples by utilizing Krejcie and Morgan table. Two types of research instruments were utilized in this study namely questionnaire and focus group interview protocol. This study was conducted in two phases. Descriptive statistic like mean score, percentage as well as content analysis were utilized to analyze the obtained data.The results from the first phase indicated that all the school administrators’ roles were at high level.In additionguidelines for school administrators to inspire their teachers’ success include: School administrators must touch teachers’ heart and give an encouragement to teachers. In addition, school administrators must be dedicated and open-minded. They should act as good role models and consultants by having the principles of self-management, people management, and task management. School administrators should also work based on good governance, justice and transparency. Evaluation criteria should be set up in acceptable, systematic and clear way, and evaluation results should be reported to all teachers at the schools. A committee for evaluation should be formed with the fairness, and the information should be disclosed and inspected. Teachers from all sectors should work together to write a key performance indicator (KPI) with the standard criteria. Before assigning tasks to teachers, school administrators should understand the teachers’ competencies. School administrators should build up trust among their team. Bias against teachers should be avoided, and organizational conflicts were the responsibility for the school administrators to resolve. School administrators should have an EQ and form a working team to be responsible for planning evaluation. School administrators should have positive thinking, speaking and acting. On top of that, school administrators should make a creative conversation and a good planning. School administrators should lead the way of using the evaluation results and giving feedbacks for developing staff’s competencies. Finally, budget for teacher development must be supported.
Index Terms— Compulsory schools, school administrators’ roles, success of teachers.