Guidelines for the Development of Academic Administration in the 21st Century for Educational Institutions under the Khon Kaen Primary Educational Service Area Office 3

Abstract

This study aimed to: (1) examine the current conditions, desired conditions, and priority needs regarding academic administration in the 21st century among schools under the Khon Kaen Primary Educational Service Area Office 3; and (2) propose development guidelines for academic administration in the 21st century for these schools. A mixed-methods research design was employed. The sample consisted of 297 school administrators and teachers, selected using stratified random sampling and simple random sampling according to Krejcie and Morgan’s table. Research instruments included a five-point Likert scale questionnaire, a semi-structured interview form, and an appropriateness and feasibility evaluation form. The content validity index ranged from 0.80 to 1.00, item discrimination indices ranged from 0.450 to 0.840, and the overall reliability coefficient of the questionnaire was 0.97. Data were analyzed using percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), and content analysis. The research findings were as follows: 1. Regarding the current and desired conditions, and the priority needs for academic administration in the 21st century among schools under the Khon Kaen Primary Educational Service Area Office 3: The overall current condition was rated at a high level (= 3.77). When considering each aspect separately, all aspects were rated at a high level. The highest mean was found in the aspect of assessment and evaluation (x̄ = 3.96), and the lowest mean was in curriculum development (x̄ = 3.40). The overall desired condition was rated at a very high level (x̄ = 4.41). All aspects were at the highest level, with the highest mean in assessment and evaluation (x̄ = 4.46) and the lowest in curriculum development (x̄ = 4.35). The needs assessment revealed that curriculum development had the highest priority need (PNImodified = 0.212), followed by instructional management (PNImodified = 0.131), educational supervision (PNImodified = 0.130), development of educational media, innovations, and educational technology (PNImodified = 0.129), and assessment and evaluation (PNImodified = 0.111), respectively. 2. Regarding the proposed development guidelines for academic administration in the 21st century among schools under the Khon Kaen Primary Educational Service Area Office 3:The guidelines were categorized into five domains: (1) curriculum development (three guidelines), (2) instructional management (three guidelines), (3) development of educational media, innovations, and technology (three guidelines), (4) assessment and evaluation (three guidelines), and (5) educational supervision (three guidelines), totaling 15 guidelines. The appropriateness of these guidelines was rated at the highest level (x̄ = 4.76), and their feasibility was also rated at the highest level (x̄ = 4.65).