A STUDY OF THE CURRENT AND DESIRED CONDITIONS TO FORMULATE ACADEMIC ADMINISTRATION STRATEGIES IN SMALL-SIZED QUALITY SUB-DISTRICT SCHOOLS UNDER THE PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This study aimed to: 1) Examine the current and desirable conditions of academic administration in small subdistrict quality schools; 2) Analyze the academic administration environment; and 3) Conduct a multiple case study of successful schools under the Primary Educational Service Area Office. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches. The sample consisted of 360 administrators and teachers responsible for academic affairs, selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00 and a reliability coefficient of 0.95. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI Modified), together with SWOT analysis and content analysis. The findings revealed that: 1) The overall current state of academic administration was at a high level ( = 3.74), while the desirable state was at the highest level ( = 4.68). The PNI Modified value was 0.25, indicating the need for development in all aspects. The highest priority need was related to the Thai social context (PNI = 0.32), followed by technology (PNI = 0.28) and measures or policies (PNI = 0.25), reflecting a gap between the current conditions and the desired goals, particularly in adapting to social and technological contexts. 2) The SWOT analysis identified strengths such as learning management aligned with the local context, strong academic leadership, and continuous implementation of Professional Learning Communities (PLC). Weaknesses included the unsystematic use of information systems and ineffective monitoring and evaluation. Opportunities stemmed from government policies and the digital society, while threats involved limitations in budget, personnel, and rapid technological changes. and 3) The multiple case study found that successful schools shared common characteristics, including strategic management, community-linked curriculum development, active learning management, continuous internal supervision, and collaborative networking, despite limitations in resources and teachers’ workload affecting the continuity of development.