ACADEMIC ADMINISTRATION TO DEVELOP STUDENTS’ CAREER SKILLSIN SCHOOLS UNDER SECONDARY EDUCATIONAL SERVICE AREA OFFICE SARABURI

Abstract

The objectives of this research were: 1) to study the status of academic management aimed at enhancing vocational expertise for secondary school students in Saraburi Province, and 2) to compare these operations based on school sizes. The informants consisted of 311 participants, including 16 school administrators and 295 teachers from secondary schools in Saraburi Province, selected through simple random sampling. Data were collected using a 5-point Likert scale questionnaire covering five key areas: 1) learning experience management for vocational expertise, 2) creation of media, innovation, and technology to promote vocational expertise, 3) measurement and evaluation of vocational success, 4) school vocational curriculum improvement and development, and 5) the use of inquiry-based learning processes to develop vocational expertise. Data analysis was conducted using descriptive statistics, including percentage, mean, and standard deviation. Hypotheses were tested using One-way Analysis of Variance (ANOVA), with Post-Hoc comparisons performed using Scheffé’s method at a statistical significance level of .05. 

The findings of this research were as follows: 1) Overall, the academic management for vocational skill development was implemented at a high level (x̄=4.30, S.D.=0.16)  When considering each aspect individually, all areas were also found to be at a high level. Ranked from the highest to the lowest mean scores, they were: learning experience management for vocational expertise (x̄=4.35, S.D.=0.22), creation of modern media and technology to promote vocational work (x̄=4.31, S.D.=0.22), use of inquiry-based learning processes to develop vocational expertise (x̄=4.29, S.D.=0.22), school vocational curriculum improvement and development (x̄=4.28, S.D.=0.22), and measurement and evaluation of vocational success (x̄=4.28, S.D.=0.23), respectively. 2) The comparison of academic management for vocational skill development based on school size revealed no overall significant difference. However, a statistically significant difference was found in the aspect of using inquiry-based learning processes to develop vocational expertise at the .05 level.