INSTRUCTIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING STUDENT QUALITY UNDER THE NAKHON SI THAMMARAT PRIMATY EDUCATION SERVICE AREA 2

Abstract

The objectives of this research were to study instructional leadership of school administrators , student quality, instructional leadership of school administratorsaffecting student quality and the development of the management's performance in using instructional leadership under the Nakhon Si Thammarat Primaty EducationService Area Office ,Area 2. The three sample groups used in the research included 322 teachers. The sample size was determined using Krejcie and Morgan's chart. Random sampling methodology and a gradient-specific sample methodology were employed. The school headquarters group, the district office, and the primary educational, the 2566 grade, was randomized. The information was obtained through simple randomization. The five-level questionnaire used assessed of the instructional leadership of school administrators affecting student quality

The findings are as follows;

1. Academic leadership of educational institution administrators Under the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area Office is overall at the highest level. When considering each aspect, it was found that the aspect with the highest average was the aspect of promoting learning. And the area with the lowest average is the development and creation of academic standards. Setting school goals and promoting professional development


2. Learner quality under the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area Office is overall at the highest level. When considering each aspect, it was found that the aspect with the highest average was the aspect of learners having life skills. And the aspect with the lowest average is the aspect where students have the ability to think.


3. Academic leadership of administrators that affects student quality Under the jurisdiction of the Nakhon Si Thammarat Primary Educational Service Area Office, Area 2, it was found that overall there was a high level of relationship.


4. Guidelines for developing academic leadership for school administrators reveal that administrators should continuously develop themselves and create academic standards. Set school goals Learning conditions are promoted to make educational institutions a place conducive to learning. Provide incentives for teachers to promote professional development for administrators, teachers, and personnel to have knowledge. Understanding of academics in order to bring knowledge to develop the quality of students in accordance with the goals of the curriculum set