Academic Administration Strategies for Lower Secondary School Students in Educational Opportunity Expansion Schools, Kamphaeng Phet Province

Abstract

The objectives of this research were 1) to study the current state, problems, and success factors in academic administration for lower secondary school students in educational opportunity expansion schools, Kamphaeng Phet province, 2) to develop the academic administration strategies, and 3) to evaluate the academic administration strategies. The research procedures consisted of three steps: 1) studying the current state, problems,and success factors inacademicadministrationfor lower secondaryschool students in educational opportunity expansion schools, Kamphaeng Phet province. The population of the study were the school administrators and the teachers who were responsible for academic work. The research instruments were questionnaires and interviews. The statistics used for data analysis included mean, standard deviation, frequency, and percentage. Also, content analysis was used to analyze the data obtained; 2) developing the academic administration strategies by creating a workshop. The data were collected from strategic experts and the school administrators. The instruments included the results of the study of the current state, problems, and success factors. The data obtained were analyzed by using content analysis method; and 3) evaluating the academic administration strategies based on expert group seminar (Connoisseurship). The data sources were strategic experts and the school administrators. The instruments consisted of the results of the study of the current state, problems, success factors, including the results of internal environment analysis and external environment analysis. Content analysis, mean, and standard deviation were used in the data analysis. The results revealed that: 1) overall, the current state of the academic administration for lower secondary school students in educational opportunity expansionschools, KamphaengPhet province was at ahighlevel.The schoolshad followed academic administration frameworks that affected students’ academic achievements as follows: (1)curriculumdevelopment, (2) textbookselection, (3)academic planning, (4) learning process development, (5) instructionalmanagement, (6)measurement,evaluation,and credit transfer, and (7) development of the internal quality assurance system and educational standard respectively; 2) problems in the implementation of the academic administration frameworks were found in the following aspects: (1) providing academic support to the individuals, families,organizations,companies,and othereducational institutions, (2) building communities’ academic strength, (3) providing guidance, (4) developing or giving opinions about development of the local curriculum, (5) conducting research for developing internal educational quality, (6) establishing regulations and guidelines on the schools’ academic work, and (7) coordinating with other educational institutions and organizations in academic development; 3) the success factors of academic administration were human resource, budget, materials,equipment,and administrative management respectively;4) theacademic administration strategies which had been developed were: (1) improving the information databaseforacademic planning, (2) developing the processofacademic planning byfocusing on participation, (3) improvingtheorganizationofacademicadministrationsystem, (4) developing theacademicframeworkmanual, (5) developingtheguidanceactivities toencouragestudents tovalueeducation, (6) developingteachersand educational personnel to bethe professionals, (7) improving the academic development network, (8) developing the supervision system, follow-up, and evaluation of the academic work, and (9) developing the internal quality assurance system; and 5) the evaluations of academic administration strategies in terms of consistency, appropriateness, possibility, and utility were mostly at the highest levels.