The Academic Affairs Administration Model in the New Normal in Schools Under the Office of the Basic Education Commission in the Official Inspection Region 3

Abstract

This research article aims to: 1) study the current conditions of the academic affairs administration model in the new normal 2) develop the academic affairs administration model in the new normal and 3) evaluate the academic affairs administration model in the new normal in schools under the Office of the Basic Education Commission in the Official Inspection Region 3. This research employs a mixed-methods approach. The population consisted of 1,499 schools under the Office of the Basic Education Commission, Inspectorate Region 3. The sample included 306 schools, with two respondents per school, totaling 612 respondents. The instruments used were interviews, questionnaires, and formative assessments. The questionnaire had a reliability value of 0.97 and an average content consistency and validity of 0.91. The statistics used included frequency, percentage, mean, standard deviation, and exploratory factor analysis. The results of the research were as follows: 1. The academic affairs administration in the new normal consists of 108 initial variables. After undergoing the research analysis process, 55 variables remained. 2. The academic affairs administration model in new normal at school under the office of the basic education commission in the official inspection region 3, consists of key components: concepts and principles, objectives, implementation methods, conditions for successful implementation, and the model evaluation approach. The implementation methods are based on 41 variables that were determined to be appropriate through analytical processes. These variables are organized into seven components: (1) Adaptation in terms of policies, personnel, and curriculum; (2) Enhancement of media, innovation, and technology efficiency; (3) Promotion of appropriate learning management processes; (4) Strengthening preparedness and resilience in response to emerging situations; (5) Implementation of learning assessment processes aligned with the new normal; (6) Promotion of the design of learning activities suited to the new normal; and (7) Development of supervision and internal quality assurance through Professional Learning Community (PLC) processes. 3. The model was evaluated by experts in four aspects: accuracy, appropriateness, feasibility, and usefulness, with all aspects receiving a frequency score of 7, accounting for 100%.