Academic Affairs Administration as Perceived by Teachers of Southern Special Education Center, Special Education Bureau

Abstract

          The objectives of this research were to 1) investigate academic affairs administration of school administrators as perceived by teachers in relevance to independent variables, 2) to compare administrators' academic affairs administration as perceived in relevance to independent variables and 3) to examine problems along with suggestions on academic affairs administration.  A sample of 217 teachers from Southern Special Education Center under the Bureau of Special Education was obtained by using stratified random sampling methods. The data gathering instrument was questionnaire with the reliability coefficient of .984. The statistical data analysis was descriptive statistics and one-way ANOVA.
         The findings revealed that 1) the teachers’ overall perceptions of their administrators’ academic affairs administration were found at good levels.  2) Teachers with different genders, education levels, and academic standings had no differences in their perceptions toward their administrators’ academic affairs administration. However, teachers with different work experiences, administrators of different academic standings and teachers whose administrators were of different genders had different perceptions with a statistical significance at .05 and.01 levels. 3) It was suggested that administrators become academic leaders knowledgeable of systematic academic affairs administration, supervising and following up tasks, developing teachers’ knowledge, collaborating with other sectors, communities, network partners so as to encourage participation in education management for children with disabilities, promoting self-reliant communities as well as enhancing services that correspond to current situations.