ACADEMIC ADMINISTRATION OF SMALL-SIZED SCHOOLS UNDER THE OFFICE OFLOEI PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

This research aimed to study the condition, problems and to explore the guidelines for
developing the academic administration of the small-sized schools under the Office of Loei Primary
Educational Service Area 1. Purposively selected, the samples consisted of 178 respondents.
The instrument used to collect the data was 5-level rating scale questionnaire with 0.94 reliability.
Statistics employed for dayta analysis were frequency, percentage, mean, and standard deviation.
The research results were revealed as follows: 1. Regarding the condition of the school's academic
administration, it was found that the overall academic administration of these schools was at a high
level. Of all aspects of the academic administration, the institutional curriculum development had the
highest mean while the learning process development, the assessment and transfer of the learning
credits were ranked at the second and third highest means, respectively. Nevertheless, the internallyeducational
quality assurance development and academic standards development gained the lowest
means. 2 . Of the academic administration problems, the study indicated these issues which were
arranged from the most to least: the administrators did not summon the meetings to discuss and build
understanding concerning the curriculum structure and the lack of these meetings brought about
the considerable inefficiency when the curriculum was applied in practice with the students,
the teachers stuck to the textbooks when instructing, the schools did not abide by the Educational
Service Area Office’s assessment guidelines for evaluating the students’ acheivements. 3 .These
guidelines were available from the study and they were placed from the most to the least levels:
curriculum development should be continuously promoted, the teachers should be encouraged to
employ more and diverse teaching materials/aids to teach students, the assessment system should be
orderly organized and regulatively practiced according to the rules and instructions set by the Educational
Service Area Office’s assessment guidelines.