Guidelines for Developing Teachers’ Academic Administration in the Artificial Intelligence Era under the Nonthaburi Primary Educational Service Area Office 2

Abstract

The objectives of this research were to: 1) study teachers’ academic administration in the artificial intelligence era; 2) to compare teachers’ opinions on the academic administration classified by gender, age, educational level, work experience, and school size; and 3) to study guidelines for developing teachers’ academic administration in the artificial intelligence era. The study sample consisted of 310 teachers from schools under the Nonthaburi Primary Educational Service Area Office 2, selected through stratified random sampling and systematic multi-stage sampling and 5 interview informants. The research instruments were questionnaire and interview with IOC values ranging from .67 to 1.00 and a reliability coefficient of .99. The data were analyzed using percentage, mean, standard deviation, t-test, one-way ANOVA, LSD, and content analysis.

The study findings revealed that: 1) The overall teachers’ academic administration in the artificial intelligence era was at a high level, with learning management receiving the highest mean score; 2) The teacher opinions on academic administration in gender, age, educational level, and work experience showed no significant differences, while school size showed statistically significant differences at the .01 and .05 levels; and 3) the guidelines emphasized the use of artificial intelligence (AI) as a tool to support academic administration, together with the development of teachers’ competencies and professional learning communities, in order to enhance learning management in alignment with learners’ contexts and educational changes.