THE ACADEMIC LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE NAKHON RATCHASIMA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 5

Abstract

This research article aims to: Study the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5. Compare opinions regarding the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5, categorized by position, educational level, and school size. Explore ways to improve the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5. The sample group used in the research consists of 338 school administrators and teachers. The research tools included a 5-point Likert scale questionnaire with a consistency index ranging from 0.67 to 1.00, and a reliability coefficient of 0.96 for the entire questionnaire, as well as a semi-structured interview. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test.

The research findings are as follows:

  1.The analysis of the academic leadership of school administrators revealed that the overall and individual aspects were rated as "high." The aspects were ranked in order of average score from highest to lowest as follows: 1) supervision of teaching, 2) curriculum and instruction management, 3) promoting the learning environment, 4) planning and setting missions, and 5) evaluating and monitoring student progress.

  2.The comparison of opinions regarding the academic leadership of school administrators, categorized by position, showed significant statistical differences at the 0.05 level in the areas of curriculum and instruction management and teaching supervision. However, no significant differences were found in the areas of setting missions, monitoring student progress, and promoting the learning environment. Categorized by educational level, there were no overall differences, but significant statistical differences were found in the area of promoting the learning environment. Categorized by school size, there were no overall differences, but differences were found in teaching supervision and monitoring student progress.

  3.The analysis and recommendations for improving the academic leadership of school administrators revealed the following: In the area of setting missions, administrators should establish school goals related to academic responsibilities. In the area of curriculum and instruction management, administrators should promote teachers' knowledge about developing school curricula and using teaching materials that align with the curriculum content. In the area of teaching supervision, administrators should review and provide feedback on teachers' lesson plans before they are implemented. In the area of monitoring student progress, administrators should encourage teachers to develop diverse assessment tools.