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|Title:||Contributing Factors of Job Competency ofBasic Educational Institution Board||Authors:||Rattana, Peerasak||Issue Date:||2008||Publisher:||Chulalongkorn University Printing House
University of the Thai Chamber of Commerce
|Source:||Peerasak Rattana (2008) Contributing Factors of Job Competency ofBasic Educational Institution Board. University of the Thai Chamber of Commerce Journal Vol.28 No.1.||Abstract:||This descriptive research aimed 1) to study the job competency of Basic EducationalInstitution Boards (BEIBs) in schools with different performances, 2) to study factorsrelating to BEIBs work competency, and to 3) propose guidelines to improve their workcompetency. This research used group interviews in four BEIBs with high performanceand three BEIBs with low performance. Meetings and other related functionsof the BEIBs were observed to find features of their real performances. Documentssuch as meeting reports, plans and school projects were collected. The study foundthat the BEIBs with high performance had high competency in every issue, and theBEIBs with low performance had competency in knowledge of curriculums, schoolbudgeting systems, personnel administration systems, educational policies and plans,promotion of community strengths and building relations with other institutions.However, the low performance BEIBs were poorly equipped with knowledge oforganizing the learning process, especially on the learning-centered approach,educational quality assurance, financial administration systems and fund raising,accounting, materials and property. For work competency of skill, they were well equipped with skills related to data collection and analysis, counseling, creativity, andanalytical thinking, but they had little competency in work skills related to influencing others,building relations, listening, coordination and association, cooperation, handling conflicts,bonding, common decision-making, and improving their intuition together. For workcompetency of attitude, they had good attitudes the same as the high performancegroup. The results were related to three factors: 1) school contexts i.e. school personnel,school functions and school performance; 2) the BEIBs backgrounds, i.e. education, workexperience and roles in the community; and 3) the BEIBs working process, i.e. teambuilding. knowledge, skills and attitudes transferred, administrative context andcontinuous learning culture. Therefore, the proposed guidelines for improving thefunctional competencies of the BEIBs must be the learning processes that involveworking together to improve the BEIBs competencies and determination in transferringwork knowledge, skills and experiences through an action learning approach.||URI:||https://scholar.utcc.ac.th/handle/6626976254/1531||ISSN:||0125-2437||Rights:||This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.|
|Appears in Collections:||JEO: Journal Articles|
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