The Guidelines for Academic Affairs Administration of Schools in Highland Area under Chiang Rai Primary Education Service Area Office 3

Abstract

The aims of this independent study were: 1) to examine the current academic affairs administration of schools in highland area under Chiang Rai Primary Education Service Area Office 3; 2) to investigate problems in academic affairs administration of schools in highland are under Chiang Rai Primary Education Service Area Office 3; and 3) to explore the guidelines for academic affairs administration of schools in highland area under Chiang Rai Education Service Area Office 3. The population was 33 participants including school principals, vice principals for academic affairs, or head of school academic affairs. The research instrument was questionnaire and the data was analyzed by mean, percentage, and standard deviation. The interview was also used and content analysis was used for data analysis.The results showed that: 1. The current academic affairs administration state of schools in highland area under Chiang Rai Primary Education Service Area Office 3, in overall, was found at the high level. The subsequent aspects were assessment, evaluation, credits transfer, supervision, curriculum development, and the use of educational technology and media. The research for developing education quality was found at the moderate level. 2. The problems in academic affairs administration of schools in highland under Chiang Rai Primary Education Service Office 3, in overall, were found at the low level. For individual aspect analysis, the aspect holding the highest mean score was development and use of educational technology was found at the moderate level. The subsequent aspects found at the low level were curriculum development, assessment, evaluation, credits transfer, development learning process, research for education quality, and supervision.3. The guidelines for academic affairs administration of schools in highland area under Chiang Rai Primary Education Service Area Office 3 were proposed. 1) Curriculum Development: Should plan the curriculum design, integrate learning content, implement the curriculum, supervise, monitor, evaluate, and review the results for improvement and development of thecurriculum. 2) Development Learning Process: Should develop curriculum structure and learning management plan focusing on student-centeredness, implement learning process according to the plan, organize the learning based on the student’s interests and skills, supervise the learning in the class and review the evaluation results for improvement and development of the future learning management process. 3) Assessment, Evaluation, and Credits Transfer: Should clearly determine the involved guidelines for assessment and evaluation in school and learning content, implement assessment and evaluation plan in the class with emphasis on authentic situation, monitor and check the evaluation process consistently, improve and develop evaluation tools to meet the standards. 4) Research for Education Development: Should co-plan with the involved people in conducting research projects, evaluating, and utilizing the research results for developing teaching, learning, and school’s academic affairs. 5) Supervision: Should co-plan in setting up supervision system and implementing variety of supervision methods, evaluating the supervision process, monitoring and coordinating for exchange of ideas to develop the supervision system. 6) Development and Use of Media and Educational Technology: Should coordinate to produce, allocate, and develop innovative media and technology, produce instructionalinnovation and implement in the learning process based on the learning area, evaluate the implementation results and review the results for improvement and further development.