Using Good Governance in Academic Administration of Basic Educational Institutions in Ubon Ratchathani

Abstract

     The objectives of this research were 1) to study the use of good governance principles in academic management of basic educational schools in Ubon Ratchathani Province; 2) to compare the use of good governance principles in Academic management of basic educational Schools in Ubon Ratchathani Province classified by  education level work experience and the size of the educational institutions; and 3) to study the guidelines for applying good governance in the academic management of basic educational schools in Ubon Ratchathani Province. A Sample was selected from 660 school directors and teachers of basic education schools in Ubon Ratchathani Province in the academic year 2021, categorized as 285 school directors and 375 teachers. The research instruments was a questionnaire. The statistics used in the data analysis were percentage, mean, standard deviation. T test F value test.
     The results showed that 1) The condition of using good governance principles in academic administration of basic educational schools in Ubon Ratchathani Province. in academic management at the highest level. 2) The results of comparing the conditions of applying good governance in academic management of educational schools  in Ubon Ratchathani Province School directors and teachers have an opinions on the use of good governance in academic administration of basic educational institutions in Ubon Ratchathani Province. Classified by position, educational background, work experience and school size Overall, the difference was statistically significant at the .05 level. 3) Guidelines for applying good governance in academic administration of basic education institutions in Ubon Ratchathani Province can be divided into sides with details as follows (1) The rule of law has set learning standards for courses that meet the goals of the Core Curriculum of Basic Education, B.E. 2551 (Revised 2017). (2) Moral principles of teaching and learning by inserting moral and ethical principles and desirable characteristics to students. (3) Transparency principle announcing the use of educational schools to students, teachers, parents and communities before using them. (4) Participation principle Provide opportunities for learners, teachers, parents, and communities to participate in the preparation of educational schools curricula that meet the needs of parents and communities by participating in the preparation of regulations. and various guidelines for measuring and evaluating academic results of educational institutions. (5) Principles of responsibility assign duties and responsibilities to personnel in the implementation of the curriculum development of educational schools. and (6) Value principle Encourage knowledgeable teachers Competent in subject areas, courses and teaching Supervise, monitor, measure and evaluate teaching and learning outcomes to achieve effective goals. according to the specified time.