Roles of Primary School Administrators in Academic Administration of Schools under the Sakon Nakhon Primary Educational Service Area Office 1

Abstract

The objectives of this research article were 1) to study the level of the roles of primary school administrators; 2) to study the level of school academic administration; 3) to study the relationship between the roles of primary school administrators and school academic administration; 4) to study the predictive power of the roles of primary school administrators on school academic administration; and 5) to study the guidelines for developing the roles of primary school administrators with school academic administration under the Sakon Nakhon Primary Educational Service Area Office 1 by surveying opinions from a sample group of 438 primary school administrators and teachers in the school using a multi-stage sampling method. Data were collected using a questionnaire on the roles of school administrators with a discrimination power of .28-.92 and a reliability of .95. The questionnaire on academic administration had a discrimination power of .56-.87 and a reliability of .97. Data were analyzed using basic statistics, Pearson's Correlation Coefficient, and stepwise multiple regression analysis. The research results found that 1) the roles of primary school administrators overall were at a high level; 2) the level of school academic administration overall was at a high level; 3) the roles of primary school administrators and school academic administration overall were negatively related; 4) the roles of primary school administrators had the predictive power of school academic administration. The roles of primary school administrators concerned school academic administration under the Sakon Nakhon Primary Educational Service Area Office 1. There were areas that should be developed, namely the promotion and development of teachers and personnel aspect; and 5) in terms of guidelines for role development, teachers and personnel in schools should be promoted and developed, namely 5.1) they should be supported to continue their studies at a higher level; 5.2) should be trained for promotion to higher levels; 5.3) should present the learning management results and present academic work to their employers and others; 5.4) should design learning management and have real measurement and evaluation; 5.6) should create modern teaching media; 5.7) should develop innovations; 5.8) should develop themselves through the online system of the organization and others; 5.9) should have study trip according to the workload and responsibilities; and 5.10) they should have desirable characteristics that reinforced the values ​​of working as a team, having morality, ethics, and honesty.