แนวทางการเสริมสร้างมนุษยสัมพันธ์ของบุคลากรตามหลักสังคหวัตถุ 4 ของผู้บริหารสถานศึกษาโรงเรียนประถมศึกษา อำเภอตากฟ้า จังหวัดนครสวรรค์

             This descriptive research has three objectives as follow: 1) to study the condition of human relations enhancement of personnel in primary schools, Takfah District, Nakhon Sawan Province; 2) to compare the level of opinion towards enhancing human relations among elementary school personnel, Takfah District, Nakhon Sawan Province; and 3) to propose guidelines for human relations enhancement of personnel in accordance with the Saṅgahavatthu IV of primary school administrators in Takfah District Nakhon Sawan Province. This research uses both quantitative and qualitative research protocols. The sample group consisted of 118 primary school teachers and personnel and 7 key informants. The research instrument was estimation questionnaire and a semi-structured interview form The statistics used to analyze the data consisted of frequency distribution, percentage, arithmetic mean and standard deviation.

              The results of the research showed that:

              1) The condition of human relations enhancement of personnel in primary schools, Takfah District, Nakhon Sawan Province as a whole, the average was at a high level. In terms of trust had the highest average at a high level, followed by motivation, the average at a high level. The part of self-disclosure had the lowest average at a high level.

                2) Compare the opinions of the samples classified by personal factors as a whole, ie, The sample groups with different gender, different ages, different educational levels and different positions had no different opinions on human relations enhancement of elementary school personnel in Takfah District, Nakhon Sawan Province.

            3) The guidelines for human relations enhancement of personnel in accordance with the Saṅgahavatthu IV of primary school administrators in Takfah District Nakhon Sawan Province are as follows: 1) Communication, managers should trust in assignments and should be communicated clearly orally to ensure mutual recognition, acknowledgment and action. 2) Self-Awareness, administrators should arrange for teachers and school personnel to exchange knowledge about their strengths and weaknesses for the benefit of their operations. Administrators should provide assistance and support to teachers and personnel to bring their strengths to the benefit of professional development. 3) Self-Acceptance, school administrators should accept their own mistakes and take responsibility for them. 4) Motivation, administrators should encourage teachers and personnel in the performance of their work, and should know how to speak positively to boost morale and work, and should help teachers and personnel in providing appropriate welfare. 5) Trust, administrators should be friendly in performing their duties appropriately to avoid any obstruction in their work and should know how to transfer knowledge and experience to teachers and personnel with friendship. 6) Self-Disclosure, administrators should be entrusted with delegating tasks according to the potential of school personnel with appropriate workloads.  7) Conflict Management, school administrators should listen to all parties with an understanding and impartiality.