Guidelines for Educational Administration by Secondary School Administrators under the Northeastern Secondary Educational Service Area Offices in Accordance with Basic Education Standards
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Abstract
The research article aimed to: 1) examine the current conditions, desirable conditions, and needs; 2) develop guidelines for educational administration; and 3) verify and evaluate the developed administrative guidelines. A mixed-methods research design was employed and conducted in three phases: Phase 1, an examination of the current and desirable conditions; Phase 2, the development of administrative guidelines; and Phase 3, the verification and evaluation of the guidelines. The research instruments consisted of questionnaires, interview protocols, and focus group discussion records. For the quantitative component, data were collected from a sample of 474 school administrators and teachers selected through multistage sampling. For the qualitative component, data were collected through in-depth interviews with 15 key informants, while 9 experts were purposively selected to participate in focus group discussions. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified), while qualitative data were analyzed using content analysis.
The findings revealed that, 1) regarding the current conditions, desirable conditions, and needs for educational administration, creating an environment conducive to student activities and ensuring safety had the highest Modified Priority Needs Index. This was followed by establishing information technology and innovation systems for quality administration, promoting discipline, morality, and ethics in educational institutions, curriculum administration and learning management focusing on the quality of learners across all target groups, developing the competencies of teachers and educational personnel to achieve professional expertise, and formulating policies, planning, and managing educational institutions. 2) The developed administrative guidelines comprised 6 main guidelines, 18 sub-guidelines, and 86 practical guidelines. 3) The verification and evaluation results indicated that the guidelines were at a high level of quality in all aspects, namely feasibility, accuracy, utility, and propriety.
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