The Academic Leadership of School Administrators Affecting Teachers' Learning Management Efficiency in the 21st Century under Roi-Et Primary Educational Service Area Office 1

Abstract

             The purposes of this research were: 1) to examine the level of academic leadership among school administrators; 2) to assess the efficiency of teachers’ learning management in the 21^st century; 3) to explore the relationship between academic leadership of school administrators and teachers’ learning management efficiency in the 21^st century; and 4) to study how academic leadership of school administrators affects teachers’ learning management efficiency in the 21^st century. The sample group used in the research was 335 school administrators and teachers. Data collection utilized questionnaires, and statistical analysis included frequency, percentage, mean, standard deviation, Pearson correlation coefficient, and multiple regression analysis.
             The research result found that:
             1. Overall, the academic leadership of school administrators was at a high level across all dimensions, ranked in descending order of mean scores: 1) Vision, mission, and school goals setting, 2) Teacher professional development, 3) Supervision and evaluation of learning management, 4) Promoting learning environment, 5) Curriculum management, 6) Promoting and developing learning management, and 7) Networking and collaboration.
             2. Teachers’ learning management efficiency in the 21^st century was also at a high level, ranked in descending order of mean scores: 1) Curriculum use, 2) Psychology/problem-solving application, 3) Learning assessment and evaluation, 4) Learning activity organization, and 5) Use of learning resources, media, and technology.
             3. The relationship between the academic leadership of school administrators and teachers’ learning management efficiency in the 21^st century (r = 0.694) is statistically significant at the .01 level.
             4. The academic leadership of school administrators (X_tot) significantly influenced teachers’ learning management efficiency in the 21^st century under Roi-Et Primary Educational Service Area Office 1 (Y_tot), with an equation derived from unstandardized regression analysis: (Y_tot) = 1.562 + 0.891 (X_tot) and standardized regression analysis: (Y_tot) = 0.694 (X_tot), significant at the .05 level.