3 GUIDELINES FOR DEVELOPING ACADEMIC ADMINISTRATION IN SMALL SCHOOLS EXPERIENCING LEARNING LOSS UNDER KAMPHAENG PHET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1
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Abstract
The purposes of this research were: 1) to study and compare the states and problems of academic administration in the context of learning loss, and 2) to determine guidelines for developing academic administration in small schools experiencing learning loss. The sample, selected through multi-stage sampling, consisted of 173 school administrators and academic teachers. In addition, 17 experts participated in validating the guidelines. The research instruments included a questionnaire and a semi-structured interview form. Data were analyzed using mean, standard deviation, F-test, and content analysis. The research findings revealed that: 1. the overall state of academic administration in small schools experiencing learning loss was at a high level. 2. The academic administration problems rated at the highest level included measurement and evaluation, learning process development, and educational supervision. 3. A statistically significant difference at the .05 level was found in the state of academic administration in the context of learning loss when classified by educational attainment. The guidelines for developing academic administration in the context of learning loss were: 1) organizing diverse instructional management tailored to students’ readiness, 2) developing appropriate technological media to enhance the learning process, 3) constructing varied measurement and evaluation instruments, and 4) conducting educational supervision in a collaborative and friendly manner.
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