Administrative Behaviors of School Administrators Influencing Academic Administration in Private Early Childhood Schools in Chiang Rai Province

Abstract

          This research aimed to: 1) examine the level of administrative behaviors of administrators in private early childhood schools in Chiang Rai Province; 2) investigate the level of academic administration in private early childhood schools in Chiang Rai Province; and 3) analyze the administrative behaviors of administrators that affect academic administration in private early childhood schools in Chiang Rai Province. Quantitative research design was employed. The sample consisted of 166 early childhood teachers from 27 private early childhood schools in Chiang Rai Province, selected through sampling procedures. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

              The research results were as follows:

1. The overall level of administrations’ administrative behaviors was highest (𝑥̄= 4.50), with setting performance standards and training achieving the highest mean score (𝑥̄ = 4.55).
2. The overall level of academic administration in private early childhood schools was also high (𝑥̄= 4.41), with learning experience management showing the highest mean score
   (𝑥̄ = 4.56).
3. The administrative behaviors that significantly influenced academic administration were setting performance standards and training (β= 0.689) and decision-making (β = 0.232), at the 0.05 level of statistical significance. These variables jointly account for 75.80% of the variance in academic administration in private early childhood schools in Chiang Rai Province.