Academic Leadership of School Administrators Affecting the Active Learning of Teacher Under the Office of Chiang Rai Primary Educational Service Area Office 3 in Mae Fah Luang District

Abstract

This study aims to (1) examine the academic leadership of school administrators under the Chiang Rai Primary Educational Service Area Office 3 in Mae Fa Luang District, (2) explore the active learning management of teachers in schools within the same area, and (3) investigate the impact of school administrators' academic leadership on teachers' active learning management. The sample group consisted of 234 teachers, with the sample size determined using Krejcie and Morgan's table. A multi-stage sampling method was employed, categorizing participants based on educational network groups in the area, including the Doi Tung Development Project Educational Network, Thoed Thai Educational Network, Mae Salong Ka Kao Educational Network, and Doi Mae Salong Educational Network. Subsequently, simple random sampling was conducted in proportion to the population size of each school. The research instrument was a questionnaire, and data analysis was performed using multiple regression analysis.

The findings revealed that the overall academic leadership of school administrators was at a high level, with the highest mean score in the aspect of teacher and personnel quality development. The aspect with the least mean was setting a clear vision, mission, and goals 2) the active learning of teacher was at a high level, with the highest mean score in the aspect of hands-on learning activities. The aspect with the least mean was self-learning management 3) academic leadership of school administrators affecting the active learning of teacher under the office of Chiang Rai primary educational service area office 3 in Mae Fah Luang District in 3 aspect, there are setting a clear vision, mission, and goals, teacher and personnel quality development and educational supervision.