The Guidelines for Development of Collaborative Academic Administration of Private Schools under Tak Provincial Educational Office

Abstract

             This research was conducted to investigate the conditions and problems, and to develop guidelines for collaborative academic administration of private schools under the Tak Provincial Educational Office. The sample consisted of 248 participants, including 48 school administrators and 200 teachers, selected through multi-stage sampling. The key informants consisted of 17 experts. The research instruments were a questionnaire and a structured interview. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis.
             The findings revealed that: (1) the overall condition of collaborative academic administration of private schools was at a high level, with the highest mean score in participatory planning. The major problem was that teachers had limited participation in decision-making related to school curriculum development and local curriculum design. (2) The guidelines for developing collaborative academic administration of private schools under the Tak Provincial Educational Office were as follows: 2.1) Schools should organize meetings to promote shared understanding, and collaboratively establish goals and plans for academic development. 2.2) Schools should establish academic supervision committees consisting of teacher representatives from each level or subject area to participate in discussion and decision-making. 2.3) Schools should encourage collaboration with external organizations to participate in academic activities and decision-making processes. 2.4) Educational authorities should provide professional development to enhance staff understanding of academic administration processes in alignment with current educational policies and practices. 2.5) Administrators should promote policies that allow teachers to design diverse assessment methods beyond traditional written examinations, such as project-based assessment, presentations, and classroom activities.