ACADEMIC ADMINISTRATION OF SCHOOL ADMINISTRATORS FOR EFFECTIVENESS IN TEACHER PERFORMANCE IN HOR TRAI NETWORK UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE UBON RATCHATHANI AMNAT CHAROEN

Abstract

The objectives of this research were: 1) to study the current and desirable states of academic administration of school administrators for enhancing teachers’ work effectiveness, and 2) to develop guidelines for improving the academic administration of school administrators under the Secondary Educational Service Area Office Ubon Ratchathani–Amnat Charoen. The sample consisted of 168 teachers from schools in the Hor Trai School Network. The interview participants consisted of 10 individuals: five school directors working under the Office of Secondary Educational Service Area, Ubon Ratchathani and Amnat Charoen, who have received national-level awards or recognition for outstanding performance, moral and ethical leadership, or excellence in school administration; two chairpersons of school boards; one school board member; and two educational supervisors. The research instruments were a questionnaire with an Index of Item-Objective Congruence (IOC) of 1.00 for all items and a reliability coefficient of .97, as well as a semi-structured interview form. Data were analyzed using descriptive statistics frequency, percentage, mean, and standard deviation as well as priority needs ranking and content analysis.

          The following results were found: 1) The current state of academic administration is at a moderate level, while the desired state is at the highest level. The area identified as most needed is educational supervision for curriculum management and instructional organization, whereas the area of least necessity is assessment and evaluation for student development. 2)The guidelines for developing academic administration among school administrators to enhance teachers’ work effectiveness. The guidelines for development are as follows: Administrators should establish a clear and modern supervision system aligned with digital-age education, while encouraging teachers to participate in planning and developing learning according to students’ potential. They should foster collaboration among teachers, communities, and stakeholders in developing curricula and learning activities that respond to educational changes. Teachers should be supported to use innovation and technology in teaching that meets the needs of 21st-century learning. Administrators should promote a collegial relationship between themselves and teachers to exchange knowledge and continuously improve student learning. Furthermore, teachers should be encouraged to view problems as opportunities for collaborative and creative development to enhance the sustainable quality of education.