Academic Leadership of Administrators Affecting Learning Experience Management Competency of Early Childhood Teachers In Schools Under Sakon Nakhon Primary Educational Service Area Office 1

Abstract

This study aimed to examine the academic leadership of school administrators and its impact on the learning management competency of early childhood teachers in schools under the Office of Sakon Nakhon Primary Educational Service Area 1. The sample consisted of 201 school administrators and early childhood teachers 
selected through multi-stage sampling. The research instrument was a five-point Likert scale questionnaire. The index of item-objective congruence (IOC) for the academic leadership of school administrators ranged from 0.80 to 1.00, with a discrimination power between 0.44 and 0.90 and a reliability coefficient of 0.96. The IOC for early 
childhood teachers' learning management competency ranged from 0.60 to 1.00, with a discrimination power between 0.47 and 0.95 and a reliability coefficient of 0.98. Data analysis involved frequency, percentage, mean, standard deviation, Pearson correlation coefficient, and stepwise multiple regression analysis.
The research findings revealed that:
      1. The overall and individual aspects of school administrators' academic leadership were at the highest level.
      2. The overall and individual aspects of early childhood teachers' learning management competency were also at the highest level.
      3. There was a moderate positive correlation between school administrators' academic leadership and early childhood teachers' learning management competency (rxy = .625) at a significance level of .01.
      4. The internal supervision in educational measurement and evaluation (X4) significantly predicted early childhood teachers' learning management competency at a significance level of .01. Additionally, the development and management of teaching and learning (X3) significantly predicted learning management competency at a significance level of .05, with a predictive power of 39.20% and a standard error of .211. The predictive equations were as follows:
Raw score prediction equation:
Y' = 2.242 + .294(X4) + .221(X3) 
Standard score prediction equation:
Z'y = .378(Z4) + .290(Z3) 
5. The development guidelines for enhancing the academic leadership of school administrators affecting the learning management competency of early childhood teachers comprised two key aspects: internal supervision in educational measurement and evaluation, and the development and management of teaching and learning. These included two objectives, six main outcomes, and 24 development strategies, which were deemed highly appropriate and feasible.