This research was intended to investigate the appropriate model for the adminstration of the Demonstration School, Prince of Songkla University. The instruments used in the study comprised three sets of questionnaire. Data concerning the experts opinions were collected by using the Delphi technique. The samples were a panel of 23 experts with someadministrative experiencesinthe demonstration school affairs and/or with some understandings and interests related to the adminstrative affairs of the Demonstration School at Prince of Songkla University. These experts responded three rounds to the questionnaire. At the first round, a set of open-ended questions was used to collect the data on the appropriate model for the administration of the Demonstration School, Prince of Songkla University. At the second and third rounds, the sets of the 5-point, Likert-scale questionnaire with identical statements were administered, except for the third round the median and interguartile range were added to the questionnaire. The collected data were analyzed using mediam, mode and interguartile range. The results of the study were as follows: 1. With the orginal objectives, the Demonstration School at Prince of Songkla University was still viewed as an institutional unit reserved for instructional, experimentational and educational research work. Along with these, the school was primarily set for curriculum and teaching methodology development, as an auxiliary unit of practical training or a teaching lab for the fourth-year students in the Education Faculty. Apart from being a teaching lab, the Demonstration School was also meant to educate yong people with high quality and to make them good members of society

it was to disseminate papers and reports of academic findings to the community as well. 2. As for the educational policy, the Demonstration School had put the emphasis on the promotion of instructional, experimentational and educational research work, on the promotion of teaching lab for the Education Facultystudents, on the promotion of young people well-equipped with democratic-minded, ethical and cultured agents to society, and on disseminating papers and reports of academic to the community. 3. Administratively, the status quo of the Demonstration School as a full-fleshed, academic department of the Education Faculty was considered appropriate. However, it was suggested that the Demonstration School should be given more autonomy in expanding its internal structure as well as managing its internal matters and affairs accordingly. 4. It was suggested that the Administrative Board of the School be maintained, acting as a school advisory board on the administrative matters to the school directors. 5. The qualifications of the school director should include the following: Be competent in and capable of academic affairs, student affairs, and budget management matters. The school director should be sensible, impartial, creative, risk-taking, devoted to the work, related well to others. a keen planner and a good model to his/her colleagues. Still, he or she should have a clear understanding of educational philosophy of the Education Faculty and of the university as well. 6. The authority of the school director schould concern all the administrative affairs of the school, including supervising, coordinating, evaluating, and following up relevent school matteers in accordance with all rules and regulations prescribed by law. His or her authorized capacity should also include the policy planning, decision-making, and responsibility for the physical facilities. 7. For the academic advancement, the teaching staff of the school should be given all possible opportunities and rights on the equal and equitable basis in the academic line of the lecturership to the professorship: instructor/lecturer ....> assistant professor...> associate professor...> professor, as to be given to the other teaching staff of other departments and faculties in the University. The teaching staff of the school should be encouraged to write instructional materials, course manuals, and textbooks

they should be equitably entitled for more refreshing training, study tours, furthering graduate studies as well as equal rights to social security and welfare as given to all teaching staff of other departments and faculties. 8. For auxiliary staff such as clerical staff, they should have the same rights and opportunites as equally and equitably as their counterparts in other departments and faculties. They should be entitled to inservice training, study tours, furthering higher education for a better work position and changing a working line. Other kinds of security and welfare should equitably be provided to them as those in other departmental units. 9. It was also suggested that, apart from getting budget through fiscal budget allocation and some revenues, the school should be given the authority to raise supplementary funds in a financial support to the schools internal management to be possible with the cooperation and assistance from the individuals, private donours, foundations and associations including Parent-Teacher Association (PTA) and the Alumni Association. 10. For other suggestions for the solution to the existing problems, both the Demonstration School itself and the Education Faculty should work side by side on solving problems of different opinions regarding roles, status, and teaching professionship of the school and must mutually responsible for possible solutions to all the existing problems, which would benefit all parties concerned.