Academic Administration of Educational Institutions Under Songkhla Satun Secondary Educational Service Area Office

Abstract

Background and Aims: Academic administration is a crucial component in enhancing the quality of education at the secondary level, particularly within the Under Songkhla Satun Secondary Educational Service Area Office, which encompasses diverse contexts. A systematic assessment of administrative practices is essential to identify strengths and areas for improvement. The resulting information can guide the development of effective academic administration strategies that align with the needs of each school. Ultimately, this will contribute to improving student learning outcomes and advancing the professional growth of teachers. The purposes of this research were: 1) to study the academic administration of educational institutions under the Songkhla Satun Secondary Educational Service Area Office, 2) to compare the academic administration of these institutions classified by educational level, gender, age, and school size, and 3) to investigate recommendations for improving academic administration.

Methodology: The sample comprised 99 school administrators under the Songkhla Satun Secondary Educational Service Area Office in the academic year 2024, determined by Krejcie and Morgan’s sampling table. The research instruments consisted of a five-point rating scale questionnaire and an open-ended questionnaire regarding recommendations for academic administration. The content validity of the instrument was between 0.67-1.00 confirmed, and the reliability coefficient was 0.980. Data were analyzed using frequency, percentage, mean, and standard deviation. Hypotheses were tested using t-test, F-test, and One-Way ANOVA, along with content analysis.

Results: The findings revealed that 1) The overall level of academic administration of educational institutions under Songkhla Satun Secondary Educational Service Area Office was at the highest level (\bar{x} = 4.59, SD = 0.46). 2) The study aimed to compare the academic administration of educational institutions under the Songkhla Satun Secondary Educational Service Area Office. The comparison was made both in overall and specific aspects. The results revealed that the administrators’ educational level, age, and the size of the schools to which they belonged caused differences in their opinions regarding academic administration that were significantly different at the 0.05 level. However, there was no significant difference in opinions toward academic administration among administrators of different genders. 3) Recommendations for academic administration included. 3.1) enhancing instructional processes with learner-centered and active learning approaches, alongside continuous teacher development and critical thinking skills for learners. 3.2) Revising curricula to meet social and career changes, and incorporating life skills, technology, and languages. 3.3) focusing on authentic assessment of learners’ competencies, reducing reliance on multiple-choice tests, and adopting behavioral and portfolio-based evaluation. 3.4) supporting the development of innovative learning media, strengthening teachers’ digital skills, and allocating budgets for digital resources. and 3.5) promoting supervisory practices emphasizing continuous consultation, peer coaching, and the use of supervision results to improve individual teachers.

Conclusion: The research found that the academic administration of schools under Songkhla Satun Secondary Educational Service Area Office was at the highest level (mean = 4.59), reflecting highly effective management practices. A comparison of administrators’ opinions revealed that educational level, age, and school size influenced perceptions of academic administration, while gender showed no significant effect. Based on the findings, it is recommended to enhance teaching and learning processes by emphasizing Active Learning and promoting students’ analytical thinking skills. The curriculum should be updated to align with life skills and technological changes. The assessment system should focus on evaluating actual competencies and increasing the use of portfolio-based assessment. Additionally, schools should support the development of innovative learning media and teachers’ digital skills, as well as strengthen supervisory practices through continuous consultative supervision and peer coaching to improve educational quality sustainably.