ACADEMIC ADMINISTRATION OF SCHOOL ADMINISTRATORS AFFECTING THE QUALITY OF EDUCATION IN THE 21ST CENTURY UNDER THE TRANG PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The purposes of this research were 1) to study academic administration of school administrators, 2) to study the quality of education in the 21st century, 3) to study academic administration of school administrators affecting the quality of education in the 21st century and 4) to study the guideline of academic administration of school administrators affecting the quality of education in the 21st century under Trang Primary Educational Service Area Office 2. Using a qualitative research model. The research samples included 294 teachers. The sample size is determined according to the table of Krrigzie and Morgan.The data collection instrument was a questionnaire with the reliability of 0.96. The statistics utilized in the data analysis were frequency, percentage, average, standard deviation, Pearson’s product moment correlation, and content analysis. The results of the research showed that 1) Academic administration of school administrators under Trang Primary Educational Service Area Office 2 was high in overall view and each category. 2) The quality of education in the 21st century under Trang Primary Educational Service Area Office 2 was high in overall view and each category. 3) The academic administration of school administrators in Curriculum and Curriculum Administration, research to develop learning, educational measurement and evaluation in the 21st century, and creating learning society with statistical significance at the .05 level with a low level of correlation. 4) The guideline of academic administration of school administrators affecting the quality of education in the 21st century were as follow: 1) Curriculum and curriculum administration; Administrators must take the lead in creating the curriculum, develop curriculum to be modern. 2) Teaching Management; Administrators must lead teachers in adjusting the mindset, organize learning activities from passive learning to active learning. 3) Research to develop learning; Formulate policies and guidelines for research use to develop learner learning.