SYSTEMATIC ACADEMIC ADMINISTRATION GUIDELINES FOR SCHOOL ADMINISTRATORSUNDER THE NONGKHAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This study aimed to (1) examine the current status, the desired status, and the needs of academic administration among school administrators, and (2) develop and propose a systematic academic administration framework for school administrators. The research employed a mixed-methods design divided into two phases. Phase 1 investigated the current status, desired status, and needs, with a sample of 297 school administrators and teachers. A five-point Likert-scale questionnaire with a reliability coefficient of 0.98 was used. Data were analyzed using mean, standard deviation, and the Need Ind. Phase 2 focused on developing the systematic academic administration framework, which consisted of (1) constructing and verifying the completeness and coverage of the framework, involving five experts and one reviewer, using semi-structured interviews and review checklists, analyzed through content analysis, and (2) evaluating the appropriateness and feasibility of the framework, involving 15 experts, using a five-point Likert-scale assessment with a reliability coefficient of 0.90, analyzed through mean and standard deviation.

         The results indicated that (1) the current and desired status of academic administration were at high to very high levels. The top six needs were identified as follows: conducting research to enhance educational quality, developing learning processes, curriculum development, assessment and evaluation, educational supervision, and the development of instructional media, innovation, and educational technology; and (2) the systematic academic administration framework was comprehensive and covered six areas with 42 specific strategies, demonstrating high to very high levels of appropriateness and feasibility. The findings can be utilized as a guideline for enhancing systematic academic administration in schools in alignment with educational contexts.