ACADEMIC ADMINISTRATION INFLUENCING SCHOOL EFFECTIVENESS IN THE DIGITAL ERA UNDER THE PHETCHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The purposes of this study were (1) examine the level of academic administration of educational institutions, (2) investigate the level of school effectiveness in the digital era, and  (3) analyze the academic administration factors affecting school effectiveness in the digital era under the Phetchaburi Primary Educational Service Area Office 2. The sample consisted of 274 teachers, selected through simple random sampling. The research instrument was a five-point rating scale questionnaire with a reliability coefficient of 0.964. The data were analyzed using mean, standard deviation, and stepwise multiple regression analysis.

            The research findings revealed that: (1) the overall level of academic administration was at the highest level (𝑥̅ = 4.50, S.D. = 0.368). When considering each aspect, the highest mean scores were found in internal quality assurance and educational standards development, followed by instructional management, academic planning, learning process development, measurement and evaluation including credit transfer procedures, curriculum development, and the development and utilization of educational technology, respectively. (2) The overall level of school effectiveness in the digital era was at a high level (𝑥̅ = 4.33, S.D. = 0.400). The aspects ranked from highest to lowest were strong citizenship, lifelong learners, and innovative co-creators. (3) Academic administration factors significantly affecting school effectiveness in the digital era included academic planning, curriculum development, measurement and evaluation with credit transfer implementation, and learning process development. These factors jointly predicted school effectiveness at 57.20 percent. The raw score prediction equation was:

Y _tot =   1.826 + .550 X₇ + .342 X₁ + .238 X₄ + .100 X₃