Abstract

The purposes of this research were to study the opinions, compare the opinions and analyze the problems and recommendations of teachers toward the academic administration based on the principle of Sangahavatthu IV in extended schools, Nonthaburi Primary Educational Service Area Office I. The research design was performed in the concept of quantitative research. The informants were 216 teachers from 8 extended schools in Nonthaburi Primary Educational Service Area Office I. The statistics used for data analysis were frequency, percentage, mean, standard division, t-test, F-test with One-Way ANOVA and Fisher’s Least-significant Difference: LSD

The research findings revealed that the opinions of teachers toward the academic administration which are divided into 7 parts including curriculum development, learning process development, measurement-evaluation and transformation, research for educational quality development, educational media-innovation and technology development, educational supervision, and educational quality insurance were located in high level. Particularly the learning process development was found holistically to the highest mean, then the curriculum development and the research for educational quality development respectively.

The research findings about the opinion comparison revealed that the teachers with different gender, age and teaching experience did not make holistically the different opinions toward the academic administration based on the Principle of Sangahavatthu IV. These were not appeared as specifying in the research hypothesis. However, the separated comparison in each part was found to be accepted the research hypothesis at 0.05. While the teachers with different marital status and educational level were found to make no difference both holistic and separated comparison among the opinions toward the academic administration mentioned.

For the problems and recommendations, the teachers presented that the academic operational plan should be performed accordingly with the Educational Act and the school purpose. The child-centered learning should be focused accordingly with the plan of educational reform. The school administrator should be giving more participation for all stakeholders to design the learning evaluation forms accordance with the standard criteria of basic education. Classroom research should be more supported particularly its budget for educational quality development. The teachers should be paying more awareness about the application of educational media and technology; particularly the local equipments. The school should be having an educational supervision plan and paying more opportunity for teachers to observe some excellent schools. And the school should be having the internal system and plan of educational quality insurance together with presenting to the public.

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