A NEEDS ASSESSMENT OF SECONDARY SCHOOL ACADEMIC MANAGEMENT BASED ON THE CONCEPT OF STEAM EDUCATION LEARNING OUTCOMES UNDER OFFICE OF THE BASIC EDUCATION COMMISSION

Abstract

This research article aims to: 1) Examine the current and desired conditions of academic administration in secondary schools under the Office of the Basic Education Commission, based on the concept of learning outcomes in STEM education; and 2) Study the priority needs for developing academic administration in accordance with the learning outcomes framework of STEM education in schools under the Office of the Basic Education Commission. The study employed a survey research design. The sample group consisted of 340 secondary schools under the Office of the Basic Education Commission, selected through multistage random sampling. A questionnaire was used as the research instrument, and data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNI_modified). The research findings revealed that the current condition of academic administration based on the STEM education learning outcomes framework was at a high level (mean = 4.09), while the desired condition was at the highest level (4.64). When classified by components of academic administration, the area with the highest priority need was instructional management (0.140), followed by curriculum development (0.139), and measurement and evaluation (0.133), respectively. Regarding the learning outcomes of STEM education, the highest priority need was the integration of knowledge for critical thinking and real-life problem solving (0.154), followed by the integration of knowledge for creative thinking and innovation (0.138), and the integration of knowledge for collaboration and teamwork (0.119), respectively. For the external environment, the highest priority needs were found in the following areas: in government policy, the need was for improved measurement and evaluation (0.153); in the economic context, curriculum development (0.169); in the social context, measurement and evaluation (0.169); and in the technological context, measurement and evaluation (0.146).These findings suggest the importance of enhancing academic administration to support effective learning outcomes in STEM education. Emphasis should be placed on instructional strategies, curriculum design, and assessment systems that foster students' critical thinking, creativity, and collaboration skills in response to both internal and external environmental demands.