Academic Leadership of the Basic School Principals in Maewong District under Nakhon Sawan Primary Educational Service Area Office 2

Abstract

The purposes of this research were 1) to study the academic leadership of the basic school principals in Maewong District under Nakhon Sawan Primary Educational Service Area Office 2 and 2) to compare the academic leadership of the basic school principals in Maewong District under Nakhon Sawan Primary Educational Service Area Office 2. The sample consisted of 179 school principals and teachers in basic schools in Maewong District under Nakhon Sawan Primary Educational Service Area Office 2 in the academic year of 2016 by using stratified random sampling.  Five point Likert scale questionnaires with the reliability of 0.90 were used to collect the data. The data were statistically analyzed by calculating percentage, standard deviation, t-test, and F-test /One-Way-ANOVA)

The research findings:

1. The overall results and all 11 aspects of the academic leadership of the basic school principals in Maewong District under Nakhon Sawan Primary Educational Service Area Office 2 which were the purpose setting of schools, the purposive communication of the schools, the supervision and learning evaluation, the co-operation of using school curricula, the checking of learners’ development, the control of time for learning activity management, the facilitators for teachers and students, the facilities for persuading teachers, the promotion to professional development, the academic development and standard construction, and the facilities for learning promotion were at high levels.


2. The comparative results of personal status. An 0verall result of gender was different. The different aspects of gender were the purposive communication of the schools, and the facilities for learning promotion. An overall result of age was different. The different aspects of age were the control of time for learning activity management, the academic development and standard construction, the purposive communication of the schools, the checking of learners’ development and the facilitators for teachers and students.  An overall result of position was different. The different aspects of position were the facilities for persuading teachers, the facilities for learning promotion and the purposive communication of the schools. An overall result of work experience was not different. The aspects of work experience were different in the control of time for learning activity management. An overall result of school size was not different.  The aspects of school size were statistically significantly different in the facilitators for teachers and students at the 0.05 level.