A study on the Academic Leadership of School Administrators Affecting the Students' Learning Skills in the 21st Century under the Secondary Educational Service Area Office, Chonburi, Rayong

Abstract

Background and Aims: The Development of Education in the Current Era Requires School Administrators with Academic Leadership to Advance and Improve the Quality of Schools under the Jurisdiction of the Secondary Educational Service Area Office, Chonburi-Rayong. The academic leadership of school administrators directly impacts the development of learners’ skills, particularly essential 21st-century skills, which include critical thinking, problem-solving, innovation creation, and effective communication. This research aims to 1) Study the academic leadership of school administrators under the jurisdiction of the Secondary Educational Service Area Office, Chonburi-Rayong. 2) Study the 21st-century learning skills of students under the jurisdiction of the Secondary Educational Service Area Office, Chonburi-Rayong. 3) Examine the academic leadership of school administrators and its effect on the 21st-century learning skills of students under the jurisdiction of the Secondary Educational Service Area Office, Chonburi-Rayong.

Methodology: This study is a quantitative research project with a sample group of school administrators and teachers under the Chonburi and Rayong Secondary Educational Service Area Office for the 2024 academic year, totaling 381 participants selected through multi-stage sampling. The research tool was a questionnaire, and data were collected using an online survey. The data was analyzed using descriptive statistics and multiple regression analysis.

Results: 1) The analysis of academic leadership among school administrators, based on the perspectives of administrators and teachers in schools under the jurisdiction of the Secondary Educational Service Area Office of Chonburi and Rayong, revealed that the aspects of learning management, vision, mission, and goal-setting, instructional supervision, and creating a learning atmosphere were rated at the highest level. Meanwhile, curriculum management was rated at a high level. 2) The analysis of 21st-century learning skills of students in schools under the Secondary Educational Service Area Office of Chonburi and Rayong showed that students demonstrated skills in technology, media, and information literacy, as well as life and career skills, and learning and innovation skills at a high level. 3) The analysis of the relationship between academic leadership of school administrators and its impact on students 21^st 21st-century learning skills revealed a positive and strong correlation overall (r = 0.697, p < .01). Key aspects of academic leadership significantly influencing students 21st-century learning skills at the .01 level of statistical significance included curriculum management, learning management, instructional supervision, and creating a learning atmosphere. The multiple correlation coefficient predicting 21st-century learning skills of students under the Secondary Educational Service Area Office of Chonburi and Rayong was 0.775, accounting for 60.00% of the variance in students' 21st-century learning skills.

Conclusion: The academic leadership of school administrators is crucial to students' learning skills in the 21^st century. Therefore, administrators should enhance their potential and emphasize all aspects of student development.