Academic Administration Affecting Student-centered Learning Management in Schools under the Saimai District Office, Bangkok

Abstract

This research aimed: 1) to investigate schools academic administration; 2) to explore student-centered learning management; 3) to explore the relationship between academic administration and student-centered learning management; and 4) to examine the academic administration affecting student-centered learning management in schools under the Saimai District Office in Bangkok. The samples consisted of 240 school directors, deputy school directors, and teachers, which was randomized through stratified random sampling technique. The research instrument was a 5-rating scales questionnaire, which was, reliability of academic administration part equal 0.97, and student-centered learning management part equal 0.91 The statistics used to analyze data were percentage, mean, standard deviation, Pearson Product Moment correlation coefficient, and stepwise multiple regression analysis.

              The research results were: 1) The academic administration overall was at a high level, and the aspect with the highest means was assessment and evaluation; 2) Student-centered learning management overall was at a high level, and the aspect with the highest mean was. The highest-rated aspect was learning management within schools; 3) There was a high level of positive relationship between academic administration and student-centered learning management with statistically significant at .01 level; and 4) The in the aspect of learning process management, curriculum management, and internal academic supervision, together predicted student-centered learning management at 96.10 percent.