THE PRIORITY NEEDS OF ACADEMIC ADMINISTRATION IN SECONDARY SCHOOLS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION BASED ON THE CONCEPT OF HAPPY LEARNING FOR STUDENTS

Abstract

This study aimed to analyze the essential needs for the development of academic administration in secondary schools under the Office of the Basic Education Commission based on the concept of students’ happy learning. A multiphase mixed methods research design was employed, incorporating both quantitative and qualitative approaches. The sample consisted of 342 secondary schools under the Office of the Basic Education Commission, determined using Yamane’s formula with a confidence level of 95%. The data collection instrument was a 5-point Likert scale questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and Modified Priority Needs Index (PNI Modified). The research findings revealed that, in terms of academic administration, the area with the highest essential need was assessment and evaluation, followed by curriculum development, learning environments and resources, and instructional management, respectively. Regarding the concept of students’ happy learning, the highest essential need was “life appreciation,” followed by autonomous participation in learning, positive emotions, learning goal orientation, interpersonal relationships, and knowledge application. These findings indicate that schools should prioritize the development of assessment tools that promote students’ well-being, particularly by shifting from ranking-based assessments to those that foster individual potential, motivation, and meaningful learning. Additionally, school administrators should provide adequate support for learning materials and resources to create learning environments that enhance students’ happiness in the learning process.