The Development of a Systematic Academic Administration Model for Excellence in Northeastern Provincial Kindergarten Schools

Abstract

The purposes of this research were: 1) to study the systematic academic administration model towardsss excellent provincial kindergartens; 2) to develop and evaluate the suitability of the systematic academic administration model towardsss excellent provincial kindergartens in the Northeast; and 3) to evaluate the feasibility and usefulness of a systematic academic administration model towardsss excellent provincial kindergartens in the northeast. The research was conducted in 3 phases: 1) Studied the systematic academic administration towards excellence. The samples consisted of 18 people, including school directors, deputy directors, academic supervisors, head of class teachers, and heads of department from three provincial kindergartens with good practices. The tool was an interview form; 2) Developed and evaluated the suitability of the model through a group discussion of seven experts. The tool was a model suitability assessment form; 3) Evaluated the feasibility and usefulness of the model. The samples were 95 provincial kindergarten administrators from 19 schools in the northeast. The tool was a feasibility and useful assessment. The statistics used in data analysis were content analysis, mean, and standard deviation. 

The research results were as follows: 1) The systematic academic administration towards excellent provincial kindergartens consisted of nine main components, namely: (1) planning and setting goals; (2) curriculum development; (3) personnel development; (4) teaching and learning management; (5) teaching media development and innovation; (6) measurement and evaluation; (7) supervision and follow-up; (8) academic networking; and (9) reflection and improvement. There were three secondary components, namely: (1) input guidelines; (2) process guidelines; and (3) output guidelines. Then synthesise the data to create a model. 2) The results of the development and suitability assessment consisted of five components, namely: (1) principles and reasons; (2) objectives; (3) essence; (4) application of the model; and (5) conditions for success. In essence, there were nine main components, of which four were input factors: (1) planning and setting goals, (2) curriculum development, (3) personnel development, and (4) teaching and learning management. There are four components in the process: (1) media and teaching innovation development; (2) measurement and evaluation; (3) supervision and follow-up; and (4) academic networking. The production aspect of one component is reflection and improvement. There were three secondary components, and there were 68 subcomponents of operational guidelines. The overall and individual suitability were at the highest level. 3) The results of the overall and individual feasibility and usefulness assessments were at the highest level.