THE ACADEMIC LEADERSHIP IN 21ST CENTURY OF SCHOOL ADMINISTRATORS AFFECTING TO THE PROCEDURES OF INTERNAL QUALITY ASSURANCE IN SCHOOLS UNDER THE SUPHANBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The objectives of this research were to: 1) study the academic leadership of school administrators in the 21st century, 2) examine the implementation of internal quality assurance in schools, and 3) analyze the influence of academic leadership in the 21st century on the implementation of internal quality assurance in schools. The sample consisted of 342 school administrators and teachers from schools under the Suphanburi Primary Educational Service Area Office 1. The sample size was determined using Krejcie and Morgan’s table at a 95% confidence level and selected through stratified random sampling based on school size. The research instrument was a five-point Likert scale questionnaire.The data were analyzed using percentage, mean, standard deviation, and simple regression analysis. The research findings revealed that: 1. The overall level of 21st-century academic leadership among school administrators under the Suphanburi Primary Educational Service Area Office 1 was rated at the highest level. When examined by individual dimensions, five aspects were found to be performed at the highest level, ranked in descending order of mean scores as follows: 1) acceptance of cultural diversity and openness to others, 2) creation of a student-centered learning environment, 3) communication and public relations, 4) visionary and creative leadership, and 5) being a change leader and fostering leadership in others. The only aspect rated at a high level was the use of technology for organizational development and innovation. 2. The overall implementation of internal quality assurance in schools, as well as each individual aspect, was found to be at the highest level. Ranked in descending order of mean scores, the aspects were as follows: 1) preparation of the self-assessment report, 2) development of the school’s educational management plan, 3) implementation of the educational management development plan, 4) evaluation and internal quality inspection, 5) monitoring to ensure compliance with educational standards, and 6) establishment of school standards. 3. The 21st-century academic leadership of school administrators under the Suphanburi Primary Educational Service Area Office 1 significantly predicted the effectiveness of internal quality assurance implementation in schools at the 0.01 level of statistic al significance. The academic leadership variable accounted for 60.50% of the variance in internal quality assurance implementation. The predictive equations derived from the analysis were as follows:
Raw score prediction: = 1.79** + 0.63**X
Standard score prediction: = 0.78**Zx