The Guidelines for Academic Administration of Schools in the Mae Salong Nai Educational Development Network Group, Under Chiang Rai Primary Educational Service Area Office 3

Abstract

               This research studied the condition of academic administration of schools in the Mae Salong Nai Educational Development Network Group Under Chiang Rai Primary Educational Service Area Office 3. The objectives were to: 1) study the condition of the academic administration in the network’s schools 2) analyze the factors affecting academic administration in these schools. The sample group consisted of 117 participants, including 9 school principals and 108 teachers, determined using Taro Yamane’s formula and selected through stratified random sampling. Data collection tools included questionnaires, interviews, and focus group discussions.

               The findings revealed that the overall state of academic administration in the schools was at a high level. When considering each aspect, it was found that the school curriculum was at the highest level, followed by educational supervision, learning process, measurement and evaluation including credit transfer, and educational media and technology, respectively. The academic administration employed the PDCA quality cycle, which consists of four steps: 1) planning step (Plan) 2) action step (Do) 3) inspection step (Check) 4)  improvement step (Act). The results in each category can be summarized as follows: 1) In terms of school curriculum, the curriculum was designed in alignment with the school’s vision and goals, implemented at the classroom level, with teachers and educational personnel participating in curriculum and instructional design. 2) Learning process - Learning resources were provided both inside and outside the school, and teaching methods were adapted to students’ abilities and interests. 3) Measurement, Evaluation, and Credit Transfer – Systematic and diverse assessment criteria were established 4) Educational Media and Technology – Educational media were developed and procured, and innovations and technology were integrated to enhance teaching and learning 5) Educational supervision - Supervision goals, timelines, and tools were established, with results applied for improvement and opportunities provided for professional learning exchange.