An Assessment of the Managerial Skills and Professional Development Needs of Private Catholic Secondary School Administrators in Bangkok, Thailand
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The knowledge and ability of the individuals in a managerial position are to fulfill some specific management activities or tasks. Managerial skills are important for many reasons. Being a manager in an educational setting is a position to act as an effective leader and problem-solver in many simple and complex situations. However, in Thailand, it was observed that some managerial skills need to improve their skills. School managers should strengthen and develop to manage effectively and efficiently. This mixed research surveyed the managerial skills of the school administrators in terms of conceptual skills, human skills, and technical skills in selected private catholic secondary schools in Bangkok, Thailand. The respondents self-assessed their managerial skills in the form of a checklist, and to validate the results, interviews were conducted to determine the professional development needs according to the lowest items assessed by the school administrators. A questionnaire anchored on Robert Katz’s theory of managerial skills and developed by Goodarzi (2002) was used to gather data. With regards to the assessment of managerial skills’ practice of the school administrators, most of them assessed themselves as very good in terms of conceptual skills, human skills, and technical skills. The professional development needs of the private catholic school administrators in terms of conceptual skills are the identification of informal organization, articulation of strategy, and ability of prediction. On the other hand, school administrators need training in controlling conflict, report generation, and official correspondence in terms of human skills. Finally, they need professional development in financial management, computer skill, and marketing in terms of technical skills.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it