The Academic Administration in the 21st Century According to the Four Iddhipāda Dhammas of the Educational Institute Administrators under the Office of Khon Kaen Primary Educational Service Area 4

Abstract

          The objectives of this research were: (1) to study the state of academic administration in the 21^st century according to the Four Iddhipāda Dhammas of educational institute administrators under the Office of Khon Kaen Primary Educational Service Area 4; (2) to propose guidelines for academic administration in the 21^st century according to the Four Iddhipāda Dhammas of the educational institution administrators. This study was carried out employing the mixed-method research methodology. The samples included 123 educational institute administrators. The tools used in data collecting were a questionnaire with a reliability value of 0.89 and a structured interview form. The statistics used in the data analysis included Frequency, Percentage, Mean and Standard Deviation.
          The research results revealed that 1) the academic administration in the 21^st century according to the Four Iddhipāda Dhammas of educational institute administrators under the Office of Khon Kaen Primary Educational Service Area 4 overall was rated at the highest level of practice. All of its sub-aspects studied were rated at the same level. The aspect with the highest practice was the aspect of in-school supervision in the 21st century according to the Four Iddhipāda Dhammas, followed by that of the curriculum development of educational institutions in the 21^st century according to the Four Iddhipāda Dhammas, the learning process in the 21^st century according to the Four Iddhipāda Dhammas respectively. The lowest practice rate was seen in that of innovative media for teaching and learning in the 21^st century, according to the Four Iddhipāda Dhammas.
          The guidelines for academic administration in the 21^st century, according to the Four Iddhipāda Dhammas of the educational institution administrators, are that educational administrators should develop curricula to be flexible to promote teaching and learning management that emphasizes the participation of learners as much as possible. They should encourage teachers to participate in training to develop learning management processes by using various measuring tools and methods. They should pay attention to the development and use of the media's innovative teaching and learning management that fits the situation. There should be continuous supervision and knowledge exchange about supervision with other educational networks to develop the most effective learning management.