THE ACADEMIC LEADERSHIP OF PRIVATE SCHOOL ADMINISTRATORS IN ROI ET PROVINCE

Abstract

The purpose of this research is to study and compare the levels of teachers' opinions on the academic leadership of private school administrators in Roi Et Province, categorized by education level and work experience, and to explore ways to develop the academic leadership of private school administrators in Roi Et Province. The sample used in this research consists of 272 teachers from private schools in Roi Et Province, selected through stratified random sampling. The research instruments used include a 5-point Likert scale questionnaire and a semi-structured interview. The IOC value ranged from 0.80 to 1.00, and the reliability coefficient was 0.82. The statistical analysis methods included frequency, percentage, mean, standard deviation, t-test, F-test, and pairwise comparison using the Scheffé method.

The research findings are as follows:

1. The academic leadership of private school administrators in Roi Et Province, overall, is at a high level. When considered by education level, there were no significant differences. Likewise, there were no significant differences based on work experience, both in overall and specific aspects.

2.The development guidelines for the academic leadership of private school administrators in Roi Et Province suggest that administrators should promote creativity in academic work, continuously improve quality assurance systems, supervise, monitor, and analyze data together with teachers to improve student achievement, boost teachers' morale, support continuous professional development, and use appropriate communication in the supervision process to enhance overall educational quality.