The purpose of this study was to investigate and compare the administrators? competence on five dimensions of school administration: skill,   knowledge, self ? concept, traits, and motive when was classified by positions and work experience.  Participants were 435 school administrators and teachers under the Office of Chonburi Educational Service Area 2.               The instrument used in this study was a five-rank-rating-scale questionnaire and data analysis included frequency, percentage, mean, standard deviation, and t-test.
The findings were as followed:
	1.  Administrators? competence of school administration was found at a high level both as the overall performance and as individual factors ranged from the most to the least average as traits, self ? concept, skill, knowledge, and motive respectively.
	2.  Administrators? competence of school administration reflected significant differences at .05 level as the overall performance and individual factors when was classified by positions, except the dimension of motive which was found no significant difference.  
	3.  There was no significant difference of administrators? competence both as the overall performance and  individual factors. Anyhow, it was found statistically significant difference at .05 level when was classified by work experience except the dimensions of skill and knowledge.
	
