THE EARLY CHILDHOOD ACADEMIC ADMINISTRATION BASED ON THE IDDHIBHADA IV PRINCIPAL OF SCHOOL NETWORK GROUP CHA-UAT SCHOOL 2 UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The objectives of this research article are to study the conditions of Academic Administration in Early Childhood Education, study of Academic Administration Guidelines for Early Childhood Education based on the Four Paths of Accomplishment (Iddhibhata 4) and the presentation and evaluation of the academic administration guidelines for Early Childhood Education based on the Four Paths of Accomplishment (Iddhibhata 4) in the Cha-uat 2 School Network. This research is a qualitative study. The research methodology involved three steps: Step 1: In-depth interviews with 16 key informants; Step 2: In-depth interviews with 5 experts; and Step 3: Focus group discussions with 7 qualified experts. Data were analyzed using inductive reasoning.

The research results found  that: 1) The investigation into the current state of early childhood academic administration revealed significant constraints regarding learning resources, instructional media, budgets, personnel, time, and physical space. These limitations hindered the diverse and continuous implementation of curricula and learning experiences. Furthermore, teachers responsible for multiple grade levels faced insufficient preparation time, while inadequate or malfunctioning technology diminished instructional efficiency. Academic supervision also lacked continuity due to a shortage of specialists and the heavy workloads of administrators. Additionally, developmental assessments were burdened by extensive documentation, and a lack of understanding among some parents regarding assessment formats limited their full participation in child development. 2) The Academic Administration Guidelines for Early Childhood Education Based on the Four Paths of Accomplishment (Iddhibhata 4) include curriculum development and implementation, the organization of learning experiences, and the development of instructional media, innovation, and technology, as well as educational supervision and developmental assessment. These components are effectively enhanced through the integration of the Four Paths of Accomplishment (Iddhipada IV) within the administrative cycle of planning, implementation, monitoring, and improvement. Such integration ensures that the administrative process remains both systematic and prudent. 3) The presentation and evaluation of the academic administration guidelines for Early Childhood Education based on the Four Paths of Accomplishment (Iddhibhata 4) in the Cha-uat 2 School Network found that experts agreed the guidelines are appropriate, feasible, and beneficial for implementation in the Academic Administration in Early Childhood Education.