A Development of Academic Affairs Management Model in the 21st Country of the Thai Cambodia border Schools under Chanthaburi Primary Educational Service Area Office 2
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Abstract
This research objective was to develop an academic affairs management model in the 21st century for the Thai Cambodian Border Schools. The study involves three steps: 1) To study the state and guidelines of academic affairs management in the 21st century 2) The creation and evaluation of academic affairs management in the 21st century model of the Thai Cambodian Border Schools; 3) The trial and evaluation of the possibility and utility of a model. The samples were 281 administrators, deputy directors of Educational Institutions and assistant directors of Educational Institutions. Head of the learning group and the basic education committee by stratified random sampling and nine experts. The research instruments were questionnaires, interviews, and evaluation forms. The statistical data analyses were mean, Standard deviation, and content analysis.
The research results were as follows: 1) The state of academic affairs management in the 21st century found that overall was at a high level and guidance and managed 8 aspects, 2) The academic affairs management in the 21st century model of the Thai Cambodian Border Schools under the Primary Educational Service Area Office 2 Chanthaburi consisted of 3 core components: 1. The academic affairs management model in the 21st century had 8 aspects: school curriculum; instruction and learning process development; education supervision; education measurement and evaluation; innovation media and educational technology; research and development; the develop for internal assurance system of schools; and development and promote give learning sources. 2. The academic affairs management process in the 21st century had 5 steps: planning, organizing, leading, evaluation and development, and 3. The promotion factors of the academic affairs management in the 21st century had 5 aspects; leadership, strategy management, school administrators and teachers, curriculum and instruction, and environment and climate for learning, 3) The evaluation results the possibility and utility of a model in overall were at the highest level.
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