THE ACADEMIC ADMINISTRATION OF SCHOOL ADMINISTRATORS AFFECTING STUDENTS’ LEARNING BEHAVIORS IN PRIMARY SCHOOLS UNDER THE OFFICE OF CHAIYAPHUM PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

This thesis aimed to: 1) to study the academic administration of school administrators in primary schools under the jurisdiction of the Chaiyaphum Primary Educational Service Area Office 3 2) To study the learning behaviors of students in primary schools under the jurisdiction of the Chaiyaphum Primary Educational Service Area Office 3 3) To analyze the academic administration of school administrators that affects student learning behaviors in primary schools under the jurisdiction of the Chaiyaphum Primary Educational Service Area Office 3 The sample group for this research consisted of 127 primary schools under the Chaiyaphum Primary Educational Service Area Office 3. The sample size was determined using Krejcie and Morgan's table. Four informants were selected from each school, including one school director, one head of academic affairs, and two teachers, resulting in a total of 508 respondents

          The research findings revealed that 1) Academic administration of school administrators in primary schools under the Chaiyaphum Primary Educational Service Area Office 3 was, overall, rated at the highest level. When considering each aspect individually, the highest mean score was found in instructional management, followed by teacher development and assessment of students’ learning behaviors. The aspect with the lowest mean score was curriculum development. 2) Students’ learning behaviors in primary schools under the Chaiyaphum Primary Educational Service Area Office 3, when analyzed by specific domains, revealed that the highest mean score was in the affective domain (attitudes and values), followed by the psychomotor domain (practical skills). The lowest mean score was in the cognitive domain (knowledge and thinking skills). 3) The aspects of academic administration of school administrators that significantly influenced students’ learning behaviors were: assessment of students’ learning behaviors (X₄) and teacher development (X₃). These predictor variables had a predictive power of 96% (R² = 0.96), with a multiple correlation coefficient (R) of 0.98, and a standard error of estimate of 0.065. statistically significant at the .05 level. The prediction equations can be written as follows The predicting equation of raw score Ŷ = -0.304 + 0.729(X₄) + 0.331(X₃) The predicting equation of standard score Ẑ = 0.691(X₄) + 0.314(X₃)