Approaches to Creative Communication Skills Development of School Administrators in Schools under the Bangkok Metropolitan Administration

Abstract

This mixed methods research was applied and divided into two phases. Phase one: was to study the creative communication skills of school administrators according to the perspective of teachers in the Bangkok Metropolitan Administration (BMA). Multi-stage random sampling was used to select teachers from the BMA as participants in this research. The research instrument for phase one was a five-point Likert scale, consisting of 50 items, validating content with a range of 0.80 to 1.00, discriminant power between 0.30 to 0.80, and reliability of 0.986. Statistical analyses included mean, standard deviation, and the modified priority needs index (PNI_modified). Phase two: focused on qualitative research to identify approaches to creative communication skills development of school administrators in schools under the BMA. The participant has three groups comprising seven individuals: academic experts in educational management at the directorial level or equivalent, representatives from the education department, and educational counselors affiliated with the BMA. Participants were selected using purposive sampling. The research employed a semi-structured interview as the instrument and conducted content analysis. The results of the research found that: 1) the degree of success, and importance of state requirements for creative communication skills of school administrators under the BMA were at high and highest levels respectively. The most crucial priority needs were encouragement, followed by active listening, fostering positive relationships, and reflective thinking, in that order; and 2) approaches for developing creative communication skills of school administrators under the BMA including engagement, approachability, optimism, and reinforcement, the EAOR model.