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2. Objectives
2.1 To study the components of competency for school administrators under the Office of Basic
Education Commission in the southernmost provinces, Thailand.
2.2 To propose a model for developing performance conflict management for administrators
of the Office of the Basic Education Commission in the southernmost provinces in Thailand.
3. Research Methodology
The research was divided into two phases: Phase 1 to analyze the components in conflict management
for school administrators under the Office of the Basic Education Commission, Phase 2 to propose a
model for developing performance conflict management for administrators of the Office of the
Basic Education Commission in the southernmost provinces in Thailand. The population was school
administrators of basic education in the southernmost provinces with total 1,348 schools. The samples were
school administrators of basic education in the southernmost provinces including Pattani, Yala,
Narathiwat, Satun and four districts of Songkhla province. The samples used stratified random
sampling a number of school comprising 283 secondary schools with 4 respondents per school and
133 primary schools with 3 respondents per school. A total samples of 999 respondents. The trying out
questionnaire starts at the following steps: Step 1 to perform the synthesis, concepts, theories, and
literatures review. Step 2 to build and develop research instrument in studying the components of
conflicts management competency for school administrators under the Office of the Basic
Education Commission in the southernmost provinces in Thailand. Step 3 Data collection. Step 4 Data
Analysis. Step 5 Conclusion, Implications and suggestions. The statistics used in this research were
Content Analysis, Frequency, Mean average, Standard Deviation SD. The statistics used to
classify the variables were Factor Analysis, Exploratory Factor Analysis and Principal Component
Analysis PCA to define variables and set a model for developing performance conflict management for
administrators of the Office of the Basic Education Commission in the southernmost provinces in
Thailand. Then analyze a model developing performance conflict management for administrators
by the experts and specialists for considering the appropriateness and feasibility of utilization and give
a recommendation to improve the proper model for developing performance conflict management for
administrators of the Office of the Basic Education Commission in the southernmost provinces in
Thailand.
4. Research Instruments
Instruments used in research comprising: 4.1 The questionnaires on the components of
conflict management competency for school administrators under the Office of Basic Education
Commission in the southernmost provinces, Thailand. The questionnaires generated from concept analysis
on competency development performance in conflict Management.
4.2 The expert and specialist interview forms on competency development performance for school
administrators under the Office of the Basic Education Commission in the southernmost
provinces, Thailand.
5. Data collection
Researcher try out sample questions with school administrators 30 persons then analyzed the
components of competency for school administrators to determine the feasibility of questions. Of the total
30 copies of questionnaires distributed, 100 percent of all respondents to measure the reliability and validity
of questionnaire was 0.964, after that revised the questionnaires and distributed to the school
administrators and board of school 1,000 copies. The questionnaires were returned 897 copies or 89.7
from all questionnaires and then apply the questionnaires to a survey analysis set a model of
conflicts management competency for school administrators under the Office of the Basic
Education Commission in the Southernmost provinces of Thailand to interview the experts and specialists to
consider the format, an appropriate and possibility then revised a model till to be a complete model.
6. Data Analysis
6.1 Analyze respondent’s data by Likert Scales with 5 point scale. Statistic used Mean and Standard
Deviation SD. 6.2 Analyze statistic data by Factor Analysis in
Exploratory Factor Analysis by extracting the components with Principal Component Analysis:
PCA. 6.3 Analyze interview data by counting the
frequency of appropriate clustering in the suggestions of experts.
7. Results
The results were as followings:
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
372
Section 1 The components of conflict management competency for school administrators
under the Office of Basic Education Commission in the southernmost provinces of Thailand there were six
components: component 1 Control and Solve of Conflict described by 31 variables, component 2
Confront of Conflict with Superior Leadership described by 40 variables, component 3 Relationships
and Equality described by 19 variables, component 4 Organizing for Conflict Balance described by 18
variables, component 5 Respect for Cultural Diversity described by 16 variables and component 6 Self-
control in Conflict Situations described by 7 variables.
Section 2 After the model was considered by experts and specialist with 5 persons to determine the
suitability and feasibility, accuracy and utilization of the model of conflict management competency for
school administrators under the Office of Basic Education Commission in the southernmost
provinces, Thailand by the interviewing the results shown the model of conflict management competency
for school administrators under the Office of Basic Education Commission in the southernmost
provinces, Thailand was suitable and feasible accurate and can use it. The shown the model of conflict
management competency for school administrators under the Office of Basic Education Commission in
the southernmost provinces, Thailand consisting of six components were followed: component 1 control
and solve of conflict, component 2 confront of conflict with superior leadership, component 3
relationships and equality, component 4 organizing for conflict balance, component 5 respect for cultural
diversity and component 6 self-control in conflict situations.
The process of development consisted of 7 processes were preparing, estimated pre-development,
development, reviewing, developing assessment, repeating and the end of development, as shown in
Figure 1. Figure 1. A Model of Conflict Management
Competency Development
8. Analysis
