The Academic Leadership of School Administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1

Background and Aims: School administrators require academic leadership to manage schools effectively. They must have vision and the ability to plan strategically to achieve goals in both administration and educational management. Knowledgeable leadership plays a crucial role in developing the school and enhancing the quality of education. The objectives of this research were to: (1) study the level of academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1; (2) compare the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1, classified by position, educational level, and school size; and (3) explore approaches for developing the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1. Methodology: The sample group in this research consisted of 310 school administrators and teachers. The sample size was determined based on Krejcie and Morgan's table and selected using stratified random sampling. The research instruments included a 5-point Likert scale questionnaire and an interview form. The content validity index ranged from 0.80 to 1.00, and the overall reliability coefficient of the questionnaire was 0.88. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test. Results: The research findings revealed that: 1. The academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1 was found to be at a high level overall. 2. The results of the comparison of opinions on academic leadership of school administrators, classified by position and educational level, showed no significant differences, both overall and in each aspect. 3. The academic leadership of school administrators, classified by school size, showed no overall differences, except in the areas of curriculum and instruction planning and monitoring students' academic progress, which showed statistically significant differences at the 0.05 level. And 4. Guidelines for enhancing the academic leadership of school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 1 comprised five key aspects: 1) Mission Setting: There should be support for the use of technology in teaching and learning management, as well as the creation of a learning environment that promotes quality education. 2) Curriculum and Instruction Planning: Emphasizing learner-centered approaches, including active learning and project-based learning, as well as integrating technology into instruction. 3) Instructional Supervision: Utilizing technology to enhance the effectiveness of instructional supervision. 4) Monitoring Student Progress: Supporting the use of technology for collecting and analyzing learning achievement data. 5) Promoting Teaching and Learning Environment: Fostering an atmosphere conducive to learning by emphasizing both physical and digital learning environments. Conclusion: The research findings indicated that the academic leadership of administrators in the Nakhon Ratchasima Primary Educational Service Area Office 1 was at a high level. There were no significant differences based on position or educational level. However, when classified by school size, significant differences were found in the areas of curriculum planning and monitoring student progress. The proposed guidelines for promoting academic leadership comprised five key aspects, emphasizing the use of technology and the creation of a modern, high-quality learning environment.