บทบาทของผู้บริหารสถานศึกษากับการบริหารความแตกต่างระหว่างวัย  ของบุคลากรในโรงเรียนประถมศึกษา

Jessada Boontham; Warangkhanang Buntham; Kotchapat Sanguankhruea; Jareerat Chatsanga

Authors

Jessada Boontham Roi Et Buddhist College, Mahachulalongkornrajavidyalaya University
Warangkhanang Buntham Roi Et Buddhist College, Mahachulalongkornrajavidyalaya University
Kotchapat Sanguankhruea Roi Et Buddhist College, Mahachulalongkornrajavidyalaya University
Jareerat Chatsanga Roi Et Buddhist College, Mahachulalongkornrajavidyalaya University

Keywords:

role, direct manager, age deference, primary school

Abstract

In the present day, primary schools have teachers and educational personnel from diverse age groups, ranging from early-career, mid-career, to near-retirement. Each age group has distinct experiences, mindsets, values, attitudes, and work styles. These differences impact communication, teamwork, management, and the overall efficiency of school operations. Lack of proper management of these age-related differences can lead to conflicts, misunderstandings, and resistance to change, ultimately affecting the work environment and the quality of education.

The objective of this study is to analyze the roles of school administrators in managing the age diversity of personnel in primary schools, and to propose effective and fulfilling collaborative work models amidst a multigenerational workforce comprising Baby Boomers, Gen X, Gen Y, and Gen Z. Each generation has varying attitudes, values, communication patterns, and technological aptitudes, creating gaps and challenges in working together. This is a documentary research that synthesizes relevant concepts and theories, including diversity management, super leadership, and organizational psychology on motivation. The findings suggest that modern school administrators need to play four critical roles: (1) The Connector, to create safe spaces for mutual learning; (2) The Facilitator, to allocate resources aligned with individual capabilities; (3) The Motivator, to understand and respond to the diverse motivational drivers of each age group; and (4) The Conflict Manager, to transform negative conflicts into constructive ones. Additionally, the study recommends practical strategies such as intergenerational learning, cross-generational mentoring, and flexible working environments to enable seamless collaboration and leverage the strengths of all personnel for improving educational quality.

The age diversity of teachers and educational staff in primary schools is a crucial issue affecting management efficiency and educational quality. If school administrators can effectively manage these differences using teamwork, staff development, and positive organizational culture, it can help reduce conflicts, increase mutual understanding, and lead to appropriate school development.

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