ACADEMIC ADMINISTRATION IN THE 21ST CENTURY ACCORDING TO THE FOUR IDDHIPADA DHAMMAS OF THE ADMINISTRATORS IN THE WANG PHU PHA UNITED CAMPUS GROUP UNDER THE OFFICE OF SECONDARY EDUCATION SERVICE AREA, LOEI AND NONG BUA LAMPHU

Abstract

The objectives of this research were: 1) to study the state of academic administration in the 21^st century of administrators in the Wang Phu Pha United Campus Group under the Office of Secondary Education Service Area, Loei and Nong Bua Lamphu; 2) to study academic administration in the 21st century based on the Four Iddhipāda Dhammas of administrators in the Wang Phu Pha United Campus Group under the Office of Secondary Education Service Area, Loei and Nong Bua Lamphu; 3) to propose guidelines for academic administration in the 21st century based on the Four Iddhipāda Dhammas of administrators in the Wang Phu Pha United Campus Group under the Office of Secondary Education Service Area, Loei and Nong Bua Lamphu. The research sample consisted of 217 participants. The statistical methods used for data analysis included frequency, percentage, mean, and standard deviation. The research results were as follows: 1. The state of academic administration in the 21^st century among administrators in the Wang Phu Pha United Campus Group was found to be at a high level overall. When considering each aspect, all were at a high level, ranked from highest to lowest as follows: Curriculum development and implementation; Instructional supervision; assessment and evaluation; learning media and innovation; learning process organization. 2. Academic administration in the 21^st century based on the Four Iddhipāda Dhammas was also found to be at a high level overall. When considering each aspect, all were at a high level, ranked from highest to lowest as follows: Vīmaṁsā (investigation and evaluation); Viriya (perseverance); Citta (dedication and attention); Chanda (enthusiasm and satisfaction in the work). This was because administrators emphasized continuous curriculum development and evaluation, regularly analyzing and improving teaching and learning processes. They also encouraged teachers to use technology and innovation in teaching, while creating a supportive learning environment for both students and teachers. Additionally, administrators supported teacher training in assessment and instructional media and established a supervision committee to review and enhance teaching and learning. Moreover, they promoted the use of local knowledge and learning resources, as well as established a teaching materials center within the school to fully support student development. Their commitment was focused on developing and enhancing academic work in all dimensions.