Governance-Based Administration of School Administrators in Suan Theprat Teepthai Chaloemphrakiat Sahawittayakhet Under the Secondary Educational Service Area Office Pathum Thani

Abstract

The purposes of this study were to: (1) examine the administration based on good governance principles of school administrators in the Suan Theprat Teepthai Chaloemphrakiat School Cluster; (2) compare the administration based on good governance principles of school administrators in the cluster, classified by gender, work experience, and school size; and (3) explore guidelines for administering according to good governance principles in the Suan Theprat Teepthai Chaloemphrakiat School Cluster. The sample consisted of 237 administrators and teachers in the cluster under the Secondary Educational Service Area Office, Pathum Thani. The sample size was determined using the Krejcie and Morgan (1970) table, and stratified random sampling by school was employed, followed by proportional simple random sampling. Key informants included five administrators selected through purposive sampling, with at least five years of experience and a master’s degree in educational administration. The research instruments were a five-point rating scale questionnaire with a reliability coefficient of 0.98 and a semi-structured interview. Data were analyzed using frequency, percentage, mean, and standard deviation. Hypothesis testing was conducted using t-test and one-way analysis of variance (One-way ANOVA or F-test). When statistically significant differences were found, pairwise comparisons were performed using Scheffé’s method. Qualitative data were analyzed through content analysis.

           The findings revealed that: 1) the overall administration based on good governance principles of school administrators in the Suan Theprat Teepthai Chaloemphrakiat School Cluster was at the highest level (x̄= 4.94, S.D. = 0.246); 2) the comparison of administration based on good governance principles, classified by gender, work experience, and school size, showed no statistically significant differences overall; and 3) the guidelines for administration based on good governance principles indicated that schools should systematically integrate the six principles of good governance. This includes adherence to the rule of law through strict compliance with laws and regulations, promotion of morality emphasizing honesty, responsibility, and role modeling, enhancement of transparency through information disclosure and accountability, encouragement of participation from all stakeholders in decision-making and monitoring processes, commitment to accountability by acknowledging and correcting mistakes, and efficient resource management by reducing redundancy and utilizing technology to improve effectiveness. The integration of these six principles contributes to transparent, fair, and accountable administration, leading to effective organizational development.