The Guidelines for Academic Affairs Administration of Nam Waen Phasuk Small Schools Network in Chiang Kham District under Phayao Primary Educational Service Area Office 2

Abstract

                   The aims of this study were (1) to examine the current and desirable circumstance in academic affairs administration of Nam Waen Phasuk Small Schools Network in Chiang Kham District under Phayao Primary Educational Service Area Office 2. 2) to examine factors affecting the academic affairs administration of Nam Waen Phasuk Small Schools Network in Chiang Kham District; and 3) to develop the guidelines for academic affairs administration of Nam Waen Phasuk Small Schools Network in Chiang Kham District. The data source involved 25 informants that included administrators and teachers. The research instruments were questionnaire, interview and focus-group discussion. The statistics for data analysis were PNI, mean, standard deviation, while content analysis was deployed to develop a summary report using narrative format. The results showed that:

1. The current and desirable circumstance of academic affairs administration of Nam Waen Phasuk Small Schools Network in Chiang Kham District, in overall, was rated at the moderate level while the desirable circumstance, in overall, was rated at the highest level. The PNI, in overall, indicated that school curriculum administration was rated the highest needs.
2. The factors affecting academic affairs administration in Nam Waen Pha Suk Small Schools Network in Chiang Kham District revealed that (1) Curriculum development indicated personnel as promoting factor (2) Learning management indicated personnel as promoting factor (3) Media development and educational technology indicated budget as de-promoting factor (4) Assessment and evaluation indicated budget as de-promoting factor (5) Supervision indicated management as de-promoting factor.
3. The guidelines for academic affairs administration of Nam Waen Pha Suk Small Schools Network in Chiang Kham District were (1) Curriculum development requires stakeholders in co-planning the instructional activities. (2) Instruction requires teachers to develop a learning management plan for all learning areas. (3) Innovative media and technology development requires the school analyzing the needs in using instructional media and technology, appointing staff in charge of innovative media and technology, determining policy and planning in media development, innovation and technology, and documents archive for media development systematically. 4) Assessment and evaluation requires planning, studying, analyzing learning achievement and revise learning management and judgement of learning outcome. 5) Supervision requires supervision planning systematically, setting up academic affairs administration in line with internal quality assurance systems and utilizing evaluation outcomes to improve efficiency.