The Roles of School Administrators Affecting Learning Management in the 21st Century under the Chonburi–Rayong Secondary Educational Service Area Office

Abstract

This study aimed to examine: (1) the level of roles performed by school administrators under the Secondary Educational Service Area Office Chonburi–Rayong, (2) the level of 21st-century learning management within the same jurisdiction, and (3) the roles of school administrators that influence 21st-century learning management. This research employed a descriptive research design. Data were collected through questionnaires administered to administrators and teachers under the Secondary Educational Service Area Office Chonburi–Rayong during the 2024 academic year, with a total population of 4,383 individuals. The sample size was determined using Yamane’s formula (0.973) and selected through stratified random sampling, yielding 354 participants. The reliability coefficient of the questionnaire was 0.990. Data were analyzed using frequency, percentage, mean, standard deviation, and Stepwise Multiple Regression Analysis.
The findings revealed that most respondents were female (220 participants), aged between 30–39 years (176 participants), held a bachelor’s degree (201 participants), had 5–10 years of work experience (167 participants), were in teaching positions (303 participants), and held the professional rank of “professional level” (168 participants). The results indicated that: (1) the overall level of roles performed by school administrators was at a high level. Among the dimensions, personnel development within schools had the highest mean score, followed by school administration and management, while curriculum and instructional management had the lowest mean score. (2) The overall level of 21st-century learning management was also at a high level. Among its components, assessment and evaluation of learning management had the highest mean score, followed by 21st-century learning design, whereas post-instruction reflection had the lowest mean score. (3) The roles of school administrators significantly influenced 21st-century learning management at the .01 level of statistical significance. The significant predictors included student development activities, curriculum and instructional management, personnel development within schools, and school administration and management. Together, these variables explained 87.10 percent of the variance in 21st-century learning management under the Secondary Educational Service Area Office Chonburi–Rayong.