A Comparative Study of Academic Administration in Schools under the Office of the Private Education Commission in Phetchaburi Province Based on Buddhist, Islamic, and Christian Approaches
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Abstract
This study aimed to (1) examine academic administration in private schools based on Buddhist, Islamic, and Christian approaches, and (2) compare academic administration among schools operating under different religious approaches in Phetchaburi Province. The research sample consisted of 30 social studies teachers and 9 key informants from one Buddhist, one Islamic, and one Christian school. A mixed-methods design was employed, using questionnaires for quantitative data and structured interviews for qualitative data. Quantitative data were analyzed using descriptive and inferential statistics (One-Way ANOVA, t-test), while qualitative data were analyzed using content analysis. The results revealed that academic administration in all four dimensions—academic planning, instructional management, supervision and follow-up, and measurement and evaluation—was rated at a high level (mean scores above 4.50 out of 5), p>0.05. However, qualitative findings showed clear distinctions in underlying philosophies, methods of religious integration, and specific practices according to each religion’s identity. This study highlights the phenomenon of similarity in structure but differences in substance and meaning.
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