รูปแบบการบริหารเพื่อพัฒนาสมรรถนะในศตวรรษที่ 21 ของนักเรียนมัธยมศึกษา จังหวัดนครสวรรค์ ตามหลักอิทธิบาท 4

The study consisted of the following objectives: 1) to investigate the management conditions for competency development in the 21^st century for secondary school students in Nakhon Sawan Province; 2) to create the management models for competency development in the 21^st century according to Iddhipāda for secondary school students in Nakhon Sawan Province; and 3) to assess the management model for competency development in the 21^st century according to Iddhipāda for secondary school students in Nakhon Sawan Province.

The study applied a qualitative field research where the study was divided into 3 steps: 1) Using semi-structured interview with 25 key informants. The content analysis was used to examine the obtained data; 2) The research tool used was a focus group discussion with 9 informants. The acquired data was examined using content analysis; and 3) Assessing the model by 15 directors of secondary schools in Nakhon Sawan Province. The tools were evaluated based on four criteria: accuracy, propriety, feasibility, and utility. The statistics used were frequency and percentage.

From the study, the results are found as follows:

1) From investigating the management conditions for competency development in the 21^st century for secondary school students in Nakhon Sawan Province, the following results are found: (1) On planning, administrators have plans for the school's operations to develop students, emphasize the plans, and choose directions to manage or operate until the objective, which is the students' competency in the 21^st century, is reached. Schools have concise management plans, and administrators have clear ideas that can lead to the educational management plan process; (2) On organizational management, administrators create a management structure based on the Ministry of Education's model, which is divided into 4 sections, namely academic affairs, general management, budget management, and personnel management. Academic affairs are fundamental, and teachers are divided into 8 learning strands. Furthermore, administrators should support activities that can improve students, and teachers should engage in each section by working together for high work efficiency; (3) On leadership, teachers are encouraged to be academic leaders and role models for their colleagues. This includes having a commitment to work, having efficiency communication skills, assigning work efficiently, being a good listener, having system and discipline, engaging with team, having ownership and responsibility, having courage and being straightforward; (4) On controlling, administrators use supervision to regulate the process, whether it is supervising teachers on a regular and continuous basis or supervising learning management, which is at the core of competency development. This involves the promotion of learning management plans, in which teachers must create plans that reflect students' competency development. Students' assessments can demonstrate that they have the competences required by school administrators.

2) From creating the management models for competency development in the 21^st century according to Iddhipāda for secondary school students in Nakhon Sawan Province, it is discovered as follows: (1) On planning, there are one model according to Chanda (aspiration), one model according to Viriya (effort), two models according to Vimaṃsā (investigation); (2) On organizational management, there are two models according to Chanda, one model according to Viriya, one model according to Citta (thoughtfulness), and one model according to Vimaṃsā; (3) On leadership, there are
6 models according to Viriya, two models according to Citta, and five models according to Vimaṃsā; and (4) On organizational controlling, there are two models according to Chanda, one model according to Viriya, two models according to Citta, and two models according to Vimaṃsā.

             3) From assessing the management model for competency development in the 21^st century according to Iddhipāda for secondary school students in Nakhon Sawan Province, the results are found as follows: (1) Planning is of accuracy, propriety, feasibility, and utility, with a percentage of 100, indicating a high level;
(2) Organizational management is of accuracy, propriety, feasibility, and utility, with a percentage of 100, indicating a high level; (3) Leadership is of accuracy, propriety, feasibility, and utility, with a percentage of 100, indicating a high level; and (4) Controlling is of accuracy, propriety, feasibility, and utility, with a percentage of 100, indicating a high level