A STUDY OF COACHING SKILLS AND DEVELOPMENT GUIDELINES FOR SCHOOL ADMINISTRATORS UNDER THE LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This study employed a mixed-methods research design, aiming to 1) investigate the level of coaching skills among school administrators under the Loei Primary Educational Service Area Office 1, and 2) study and propose guidelines for developing their coaching skills. The research was conducted in two phases. Phase 1 was quantitative research, collecting data via a questionnaire from a sample of 302 school administrators and teachers. Data were analyzed using mean and standard deviation. Phase 2 was qualitative research, conducting in-depth interviews with 5 experts in educational administration. The collected data were then analyzed using content analysis to synthesize development guidelines.

The findings were as follows:

1. The overall level of coaching skills among school administrators was at a high level (4.24). When considering individual aspects, trust-building skills had the highest mean score (4.31), while feedback-giving skills had the lowest mean score (4.19).

2. The guidelines for developing coaching skills for school administrators can be synthesized into three main components: 1) Self-Development, focusing on self-awareness and further self-study; 2) Organizational Development, through practical workshops, creating Professional Learning Communities (PLCs), and coaching-based internal supervision; and 3) Action & Reflection, emphasizing practice in real situations and consistently seeking feedback.