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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
8.1 A model for developing performance conflict management for administrators of the Office of the
Basic Education Commission in the southernmost provinces in Thailand composited conflict
management competency structure which is consisted 6 components to be a roadmap and a vital role for
school administrators cannot be avoided especially in the era of “Intellectual Society” and Pluralism
surrounded with diversity and difference. Such components described to the characteristics and
behaviors of school administrators under conflict situations to achieve the ultimate goal of the
organization which according to the principles and concepts of the components about the competency of
Boyatzis 1982 reported that the motivation, individual characteristics in their conceptions of
knowledge, skills, values, behaviors and attitudes blended until it becomes a competency in various
fields and made a human achieved their goals or objectives of the organization. When considered of
each component found that the component 2 to face conflict with superior leadership described the most
important variables that was a conflict management as professional relied on professional leadership and a
leadership that exists in every field especially the administrators consistent with the concept of Thira
Runcharoen 2007 Stated that school administrators must have a leadership and academic competencies on
knowledge, ability and morality in managing to succeed effectively. Additionally Holt 1986 to study
the relationship between leadership and behavior of problem solutions of the hospital administrators found
that the leadership supported for the management conflict to achieve both of performance and
relationships. The high factor loading was component 3 to build a relationships and equality which cause of
the conflict was bellowing the belt in the society or organization this research has shown that the “justice
was the way in conflict managing and avoiding the violence according to Prof, Dr. Prawet Wasi. “Society
required justice and justice as the basic of civilization, any society has no the justice that means society
cannot move forward to prosperity and led conflict in society which is in Thailand not concerned about it.”
Phra Maha Hansa Thamamahaso, 2011 The lowest factor loaded was in component 6 self-control in
conflict situations but the variables are significant and close to administrator was the personality of those
administrators which consistent with the concept of
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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2014
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Thuen Thongkaew 2007 mentioned that the individual competency was the unique ability that
others cannot imitate. The group of competency has been hidden in each person and dramatic effect on
attitudes, achievement and the leadership which consistent of Dalf 2005 found that personal
characteristics of a leader must have Self-confidence, honesty, enthusiasm, leadership and freedom from the
control of others.
8.2 As a concept of Contemplative Education, U-shaped theory Otto Schamer and skills of the
future in the 21
st
century were a part in determining the model of conflicts management competency for
school administrators under the Office of the Basic Education Commission fetched out of the competency
development relied on self-learning, experience, contemplating mind because of developing conflict
competency was the human development which is generally of learning along the contemplative
education that respect to the background and learning potential. The importance things of creating a learning
community was focusing on the contemplating mind with the process. For the development of competency
for the administrators, Aran Sotthiphan and colleague 2548 described that a workshop for staff of the
Department of Agriculture used Self-directed Studying which is the way to develop the
competencies of civil servants and it is the one of the skills of the future in 21
st
century, according with the concept of Sermsak Visalaporn 2002 reported that
the roadmap of leadership development was the studying, training, self-learning and learning from
inside and outside the organization. Moreover, the process of developing the model conflict management
competency for the school administrators under the Office of Basic Education Commission. in the South
is consistent with the findings of Benjaporn Kaewmeesri 2002 studied the model of leadership
development of nursing college administrators under Ministry of Public Health, the result of model
composition was divided into 7 steps: 1 defining the concept 2 defining the characteristics for developing
3 preparing the development, 4 developing 5 evaluating the development and 6 practicing and 7
evaluating performance.
9. Suggestions
