Administrative Skills of School Administrators Influencing Teachers’ Quality of Work Life under the Office of the Private Education Commission, Bangkok

Background and Aims: The objectives of this study were to: (1) examine the level of administrative skills of school administrators under the Office of the Private Education Commission, Bangkok, (2) examine the level of teachers’ quality of work life under the Office of the Private Education Commission, Bangkok, and (3) investigate how administrators’ skills influence teachers’ quality of work life. Methodology: The sample comprised 341 school administrators and teachers from private schools under the Bangkok Metropolitan Administration in the 2024 academic year, selected via stratified random sampling. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis. Results: The overall level of administrators’ skills was highest. Among the skill components, conceptual skills had the highest average score, followed by human skills; technical skills had the lowest. (2) The overall quality of work life among teachers was also at the highest level. The highest-rated aspect was fair and adequate compensation, followed by a safe working environment; career advancement and job security received the lowest ratings. (3) The administrative skills of school administrators significantly influenced teachers’ quality of work life at the .01 level. Conclusion: The most influential predictive administrative skills of school administrators were conceptual skills (X1), human skills (X2), and technical skills (X3), which together explained 24.50% of the variance in teachers’ quality of work life (R² = .245).