แนวทางการบริหารงานวิชาการสู่มาตรฐานสากลของสถานศึกษา สหวิทยาเขตน้ำพอง-กระนวน สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 25

Abstract

This research aimed to (1) study the problems of academic administration in schools of Namphong – Kranuan Clusters under the Office of Secondary Educational Service Area 25 and (2) to propose the guideline for academic administration toward world class standard in schools of Namphong – Kranuan Clusters under the Office of Secondary Educational Service Area 25. The samples in the research on the problems of academic administration included 63 people who are education administrators, head of academic group, and head of departments. Selected with purposive sampling, the interviewees included 3 education administrators and 2 heads of academic group. Research tools were (1) a questionnaire on the problems of academic administration in schools of Namphong – Kranuan Clusters, in which there were 41 items, each item had 5 rating scales, accuracy value was 1.0,reliability value was .81, and statistical tools for analysis were average and standard deviation, and (2) a structured interview form on the guideline for academic administration toward world class standard in schools of Namphong – Kranuan Clustersunder the Office of Secondary Educational Service Area 25. The interview form consisted of 18 items, with IOC index 1.0, and the data were processed with content analysis.

          The results revealed two findings. First, the problems of academic administration in schools of Namphong – Kranuan Clustersunder the Office of Secondary Educational Service Area 25 were found on average to be low. The topic with the highest average was curriculum development while the lowest was learning process development. Second, the guideline for academic administration toward world class standard in schools of Namphong – Kranuan Clusters under the Office of Secondary Educational Service Area 25 turned out to have six issues. (1) Regarding curriculum development, all relevant parties should join the meeting on planning with reference to the teachers’ manual and the demand of the community should be analyzed and taken into consideration in making the curriculum. (2) Regarding learning process development, teachers should be motivated to teach according to the lessons and learning units specified in the curriculum, with emphasis on the students. (3) Evaluation and credit transfer should be based on the reality of practice and performance. (4) It is advised to promote, acquire, and produce educational media, innovation, and technology to use in learning process and development of those media. (5) Regarding education supervision, there should be a meeting on education supervision, a committee of supervisor in school should be assigned, and information technology should be used in the conclusion. (6) Regarding research to improve quality of education, there should be training program to educate on research in classrooms and activities to share instruction, monitoring, and supervision techniques.