STATE OF THE PROBLEMS AND SOLUTIONS IN THE ACADEMIC ADMINISTRATION OF PONDOK SCHOOLS ALONG THE KHLONG SAEN SAEP AREA, BANGKOK

Abstract

This research aims to 1) study the problems of academic administration in the Pondok schools along the Khlong Saen Saep area, Bangkok. 2) To propose solutions to address the academic administration in the Pondok schools along the Khlong Saen Saep area, Bangkok. This study employed a qualitative research approach, utilizing data collected from documents and in‑depth interviews with key informants from four selected schools, selected through purposive sampling. The informants consisted of school administrators, teachers, alumni, and current students, totaling 14 individuals per school and 56 participants in total. Semi‑structured interview protocols were used. In addition, a focus group discussion was conducted with five experts holding doctoral degrees in educational administration or academic ranks of professor, associate professor, or assistant professor, together with four school administrators who had no less than two years of administrative experience, making a total of nine participants. Furthermore, public forum presentations were carried out by school administrators, two from each school, totaling eight participants. Data were analyzed using content analysis. The findings revealed that: 1. most of the problems shared similar characteristics, such as teachers being burdened with additional duties, learners possessing diverse backgrounds and goals, instructional practices emphasizing theory and lecture‑based approaches relying primarily on textbooks, and guidance and supervision systems that were not well‑structured. Assessment practices focused mainly on memorization, while the curriculum, academic collaboration, community academic services, and coordination with external organizations remained unclear and lacked concrete implementation. 2.The solutions emphasized that schools should manage various dimensions based on the following conceptual foundations: 1) Connection (علاقة) through strengthening linkages and collaboration with relevant sectors; 2) Career (مهنة) through the development of learners’ professional skills; 3) Ethics (أخلاق) through fostering moral and ethical values among learners; and 4) Leading Performer (إمام) through cultivating leadership skills in religious rituals. These components collectively form what is referred to as the C‑CEL Model.