THE PRIORITY NEEDS OF SECONDARY SCHOOL ACADEMIC MANAGEMENT DEVELOPMENT BASED ON THE CONCEPT OF CRITICAL THINKING SKILL DEVELOPMENT

Abstract

The objective of this research is to study the priority needs of the academic management in secondary schools based on the concept of critical thinking skill development. This is a mixed-method research using a multiphase approach including both quantitative and qualitative research. The sample consisted of 345 secondary schools under the Office of the Basic Education Commission, selected through multi-stage random sampling. Data were collected from 3 members of the school which included school principals, school administrators, and teachers. Data were collected using a five-point Likert scale questionnaire and analyzed using frequency distribution, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI _Modified). The results of the study revealed that the highest priority was in the development of teaching materials and learning resources (PNI _Modified = 0.072), followed by curriculum development (PNI _Modified = 0.067), instructional management (PNI _Modified = 0.066), and assessment and evaluation (PNI _Modified = 0.062), respectively. Regarding the needs for critical thinking skill development, the highest priority was self-reflection (PNI _Modified = 0.073), followed by inference and synthesis (PNI _Modified = 0.072), and evaluation (PNI _Modified = 0.066). The lowest need was found in defining and interpretation (PNI _Modified = 0.064). The analysis of the needs assessment results can serve as policy-oriented information for guiding the development of academic administration by school administrators to enhance overall effectiveness. In particular, it emphasizes the promotion and support of learning management that focuses on the development of critical thinking skills. This can be achieved through policy design that encourages the use of diverse, modern learning media and resources that align with the context of contemporary education, which prioritizes learner-centered approaches.