Academic Administration Strategies in the Post-New Normal Era of Schools under the Krabi Primary Education Service Area Office
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Abstract
This research aimed to 1) study the components of preparation for learning management in the post-new normal era, 2) study the current and desired conditions of academic administration in the post-new normal era, and 3) develop the academic administration strategies in the post-new normal era. This is a mixed-methods research and quantitative research. The population is teachers and educational personnel in the Krabi Primary Educational Service Area, totaling 2,606 people. The sample consisted of 335 school administrators, academic heads, subject group heads, and teachers. A multi-stage sampling was used. The tools were questionnaires and assessment forms. The questionnaire has a reliability coefficient of 0.983. The statistical methods used for data analysis included descriptive statistics, which consisted of frequency, mean, standard deviation, and need analysis, and inferential statistics, which included confirmatory factor analysis. In the qualitative research section, key informants were nine experts who were selected purposefully. The data were collected by group discussion and analyzed by content analysis.
The research findings revealed that: 1) The components of preparation for learning management in the post-new normal era included two components which were preparation of administrators and preparation of teachers. The confirmatory factor analysis results showed that the model was consistent with the empirical data (c2 = 11.04, df=7, P-value = 0.137, GFI = 0.98, AGFI = 0.93, RMSEA = 0.061). 2) The current conditions of academic administration in the post-new normal era had higher mean scores for the desired conditions in all aspects, and 3) The strategies for academic administration in the post-new normal era consisted of three main strategies which were the strategy to accelerate curriculum development, the strategy to improve teaching and learning, and the strategy to transform assessment and evaluation.
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