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Muslim Thailand and compliance education strategies should be consistent with the lifestyle of the people in
the area. 2. The result of research was found that
overall the school administrator had the multicultural leadership in high level of all factors. Conclusion the
school administrator were sample group that understand about the culture diversity in religious,
languages, and cultural were award and understand in the context of area as well, so that Multicultural
leadership on high level according to the thinking of Akkarin Sangthong 2552 said that the main
characteristic of the Multicultural Leadership that should have the factors that were 1.The leadership in
the community.2 A leader in educational programs or activities. 3 The leader of the organization and
structure reflecting multicultural .4 a leader in the management and development of human resources .5
Create a culture that is conducive to the concept of multiculturalism .6 Allocation of budget to promote
multiculturalism in education.7 Create a system of governance of the schools governance and decision
making, leadership, multicultural leadership must be formed to promote multicultural concepts clearly.
3. Compare the Multicultural Leadership of the school administrators under the Jurisdiction of
Secondary Educational Service Area Office XV consisted from education, work experience,
hometown, size of school, and the language ability were discussed
3.1 The research was found the school administrator; education, work experience and
hometown diversity, so the multicultural leadership were not different. Thus, most of the administrator
were in the area and have a working experience of 5- 10 years Summary were familiar and understand in
context of area, cultural, tradition, diversity students, personal and community as well, resulting in the
multicultural leadership of the administrator were not different according to Chaiset Phomsri 2551 said the
administrator were tried to understand and accept the different of personality.And bring out the differences
that have happened to benefit their organization by bringing the men to deploy in building a good
relationship between people who are different, and also consistent with the results of research
WichitraSae-Law 2552 multicultural education leadership of administrators as perceived by the
teacher in the NongChik district of Pattani province was found that compare the level of the administrator
leadership in the variable of gender, experience, and religion were not different.
3.2 The result of research was found the school administrator works in the different size of
school that there was the different multicultural leadership. This conclusion meant the big size of
school there were more different cultural that the medium size of school because the big size of school
there were personals and students more than the medium size of school which diversity of cultural,
races, language, religion, gender and social. So, the school administrator should be developed the
curriculum according with the cultural diversity by making the school and local curriculum with the
different of races, religion, and cultural of students which according to the thinking of Banyat Yong-
Yaun 2553 said that the Multicultural was the education revaluation in the school with the learner
from the different cultural, races, language, religion, gender, social, and special need have to learn to
accept differences without prejudice to each other without any discrimination and discrimination in the
area of the multicultural education should have special characteristics that should instill values on the
recognition of cultural diversity occurred in every student group to be the basic of living in the
multicultural according to Bennett 2003 ref. Akkarin Sangthong, 2551 said that the teaching
technic was help to promote for the learner success in learning. Whether learners are presented with
different racial, nationality or social class learners, different groups would be counted promoting cares
equally so instructors or administrators to create a tool to help students with the different abilities to learn to
succeed or help birds learning achievement.
3.3 The result of research was found that the school administrator under the Jurisdiction of
Secondary Educational Service Area Office XV who had ability of different dialect there was the
multicultural leadership in overall was different. The school administrator who could speak both of Malayu
and Southern dialect would have the multicultural leadership was higher than the school administrator
who could not speak all the dialect according to the dialect for communicating by understanding of each
individual communication and reduce the gap between the school administrator and personal, or
between the school administrator and parents of students because the most parent couldn’t use the
official language communicate which according to Wanchai Meechard 2544 said that the
communication informal system was always use relationship between personal by personal to be
source data. Informal communication was not pattern depending on the condition of each organization in
which the messenger as this will take time, but it is very powerful and generally occurs in organizations.
Suggestion
1. Suggestion to use the result of research
1.1 The Office of Educational Service Area should be developing the personal to know and
understand about the learner and personal’s cultural diversity.
1.2 The Office of Educational Service Areashould be promoted to have the community
relationship activity to make a good relation between school and community.
1.3 The Office of Educational Service Areashould have arranged the seminar about writing
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the teaching plan according to the cultural of students’ diversity.
2. Suggestion to do the research
2.1 Study the Multicultural Leadership that affects the work ability of teachers.
2.2 The factors of the Multicultural Leadership are developed to evaluate instrument the
school administrator in the cultural of students and personals diversity.
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Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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A Model of Conflict Management Competency Development for School Administrators under the Office of Basic Education Commission
in the Southernmost Provinces
Weerasak Patthaburee
Faculty of Education Prince of Songkla University, Pattani Campus
wee2khotmail.com
Abstract
The purposes of this research were to: 1 determine the components of conflict management
competency for school administrators under the Office of Basic Education Commission in the
southernmost provinces and 2 propose a model of conflict management competency for school
administrators under the Office of Basic Education Commission in the southernmost provinces. The
samples consisted school administrators and board of the Office of Basic Education Commission in Pattani,
Yala, Narathhiwat, Satun provinces and 4 districts in Songkla province totally 320 persons by Stratified
Random Sampling method. The number of school in the Southernmost Provinces of Thailand consisted
283 schools which the data was collected out of 4 persons per school from 150 of secondary schools and
out of 3 persons from 133 of primary schools with a total of 999 persons. The research tool was
questionnaires. The statistics used in data analysis were Content Analysis, Frequency, Percentage, Mean
and SD to classify variables. The findings of this research were: The components of conflict
management competency for school administrators under the Office of Basic Education Commission in
the southernmost provinces consisting of six components as followed; 1 Control and Solve of
Conflict 2 Confront of Conflict with Superior Leadership 3 Relationships and Equality 4
Organizing for Conflict Balance 5 Respect for Cultural Diversity and 6 Self-control in Conflict
Situations. The application of a model of conflict management competency for school administrators
under the Office of Basic Education Commission in the southernmost provinces which comprised of six
components were found appropriate, accurate and accordance with the research conception framework.
Keywords: Competency, Contemplative, Conflict and the Southernmost Provinces
1. Introduction
