ACADEMIC LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY ACCORDING TO TEACHERS PERSPECTIVES IN DIN DAENG-HUAI KHWANG DISTRICT BANGKOK

Abstract

The purposes of this research were to study and to compare the Academic Leadership of School Administrators in the 21st Century According to teachers perspectives in Din Daeng – Huai Khwang District Bangkok. Classified by level of education, academic standing and work experience. The sample was 207 teacher civil servants in the Din Daeng-Huay Kwang District, Bangkok Metropolitan Administration in the 2022 academic year. The samples were categorized by using the Cohen’ sample sizes which were selected by simple random sampling. The research instrument was a five point scale. Has reliability was at 0.941. The statics used in the data analyzed were mean, standaed deviation, t-test, One-way ANOVA, and Scheffe’s Multiple Comparison Method. Findings are as follows: 1) Teachers had their views on academic leadership of school administrators        in the 21st century overall and in each aspect at a high level.  2) Teachers with different levels of education have different views on the academic leadership of school administrators in the 21st century, with no overall or aspect differences. 3) Teachers with different academic backgrounds had overall and specific views on academic leadership of school administrators in the 21st century as follows: Educational curriculum administration and learning atmosphere creation were significantly different at the .05 level. 4) Teachers with different work experiences had no different views on academic leadership of school administrators in the 21st century overall. When considering each aspect, it was found that Educational curriculum administration The difference was statistically significant at the .05 level.