Academic Administration as Perceived by Teachers in Basic Educational Institutions under the Secondary Educational Service Area Office Surin
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Abstract
This research aims to study and compare academic administration in basic education institutions based on teachers' perceptions and to propose strategies for its improvement. The study employs a mixed-methods research design. The sample consists of 338 teachers in basic education institutions, determined using Krejcie and Morgan’s sample size table. The research instrument was a questionnaire, and the data were analyzed using descriptive statistics, including percentages, means, and standard deviations. Hypothesis testing was conducted using an F-test. The target group for qualitative data collection consists of school administrators, and structured interviews were employed as the data collection tool. The findings indicate that, overall, teachers perceive academic administration in basic education institutions to be at a high level. Among the specific dimensions examined, the highest mean score was observed in educational supervision, followed by the development of learning processes. The lowest mean score was found in research for educational quality improvement. When comparing academic administration based on teachers' perceptions across different school sizes, statistically significant differences were observed at the 0.05 level of significance. Recommendations for improving academic administration emphasize the importance of addressing students' needs through the integration of technology in teaching and learning, as well as assessment and evaluation processes that align with the institutional context. Additionally, professional development programs should be implemented to encourage teachers to conduct research aimed at enhancing educational quality. The development of diverse and effective instructional materials should be prioritized, alongside continuous monitoring and evaluation based on key performance indicators. Furthermore, findings from educational supervision should be utilized to address challenges and continuously improve teaching practices.
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