THE ACADEMIC ADMINISTRATION GUIDELINES IN THE 21ST CENTURY OF SCHOOL ADMINISTRATORS UNDER LOM SAK MUNICIPALITY OFFICE

Abstract

This study aimed to: 1. examine the level of academic administration in the 21st century among school administrators in Lom Sak Municipality Office; 2. compare opinions on academic administration in the 21st century among school administrators in Lom Sak Municipality Office, classified by educational qualification, position, work experience, and school size; and 3. examine the approaches to academic administration in the 21st century among school administrators in Lom Sak Municipality Office. The sample consisted of 196 teachers and educational personnel working under Lom Sak Municipality Office. Data were analyzed using frequency, percentage, mean, standard deviation, and one-way ANOVA.

          The results of the study revealed that: 1. Academic administration in the 21st century among school administrators in Lom Sak Municipality Office is generally at a high level. 2. Hypothesis testing revealed the importance of academic administration in the 21st century among school administrators in Lom Sak Municipality Office, classified by job title, educational qualification, and work experience. And the size of the educational institution is different. Therefore, the research hypothesis was accepted with statistical significance at the .05 level. The results of the interviews with the administrators of the educational institutions in the Lom Sak Municipality Office on the 21st century academic administration guidelines found that: 1. In terms of curriculum development, the institution should play a strategic role in curriculum development. 2. In terms of learning process development, a clear policy should be established to support active learning. 3. In terms of measurement, evaluation, and transfer of learning outcomes, it should focus on thinking process skills, problem solving, creativity, collaboration, and the ability to use technology. 4. In terms of research to develop educational quality, a policy should be established to support classroom research and research to develop learning. 5.In terms of media, innovation, and technology development for education, there should be a clear vision for the application of digital technology. 6.In terms of educational supervision, an internal supervision system should be established that emphasizes promoting strong PLCs by organizing learning exchange activities, workshops, and regular monitoring of teaching development results. 7. In terms of developing an internal quality assurance system in the educational institution, an internal quality assurance system should be developed as part of normal administration, emphasizing continuous evaluation and improvement. Supporting adaptability to learner contexts and 21st-century changes to build trust and transparency in educational quality development.