Guidelines for Academic Administration of School Administrators in the Digital Era under Mahasarakham Primary Educational Service Area Office 2

Abstract

The purposes of this research were: 1) to study the current conditions, the desirable conditions, and the priority needs for improvement in the academic administration of school administrators in the digital era under Mahasarakham Primary Educational Service Area Office 2, and 2) to develop and evaluate the Guidelines for Academic Administration of School Administrators in the Digital Era. The sample consisted of 141 participants.  The sample size was determined using Krejcie and Morgan’s table, and stratified random sampling was applied. The key informants included three exemplary school administrators and five experts. The research instruments used for data collection included a questionnaire, an interview form, and an assessment form for evaluating the appropriateness and 
feasibility of the guidelines. The statistics used for data analysis were percentage, mean, standard deviation, and the modified priority needs index (PNImodified)
The findings were as follows:
1. The academic administration of school administrators in the digital era under Mahasarakham Primary Educational Service Area Office 2, both overall and in each aspect, had a current condition at a moderate level, while the desirable condition was at a high level. The overall PNImodified was 0.29. The top three priority needs, ranked from highest to lowest, were: (1) the development of internal quality assurance systems and educational standards in the digital era, (2) measurement, evaluation, and credit transfer in the digital era, and (3) educational supervision in the digital era.
2. The Guidelines for Academic Administration of School Administrators in the Digital Era under Mahasarakham Primary Educational Service Area Office 2 consisted of six components and 38 guidelines: five guidelines for the development of school curricula in the digital era, three guidelines for the development of learning processes in the digital era, eight guidelines for measurement, evaluation, and credit transfer in the digital era, seven guidelines for educational supervision in the digital era, nine guidelines for the development of internal quality assurance systems and educational standards in the digital era, and six guidelines for the development and utilization of digital technology media for education. The evaluation results of the appropriateness and feasibility of the guidelines by five experts indicated that, overall, the guidelines were rated at the highest level of appropriateness and feasibility.