Academic Leadership of School Administers under Roi Et Primary Educational Service Area Office 2

Abstract

The purposes of this research were: 1) to study the academic leadership of school administrators under Roi Et Primary Educational Service Area Office 2, 2) to compare the perceptions of academic leadership of school administrators under Roi Et Primary Educational Service Area Office 2, classified by position, education level, and work experience, and 3) to compile recommendations for enhancing the academic leadership of school administrators under Roi Et Primary Educational Service Area Office 2. The samples were 335 participants consisting of school administrators and teachers, determined by using Krejcie and Morgan’s sample size table. The research instrument was a five-point Likert scale questionnaire. Data were analyzed using mean, standard deviation, t-test, one-way analysis of variance (ANOVA), and Scheffe’s method for pairwise comparison.

The findings revealed that: 1) the overall academic leadership of school administrators was at a high level. Considering each aspect, the order from highest to lowest mean scores was vision, service-mindedness, spirituality, competency, and ethics. 2) There were statistically significant differences in perceptions of academic leadership when classified by education level, position, and work experience. 3) Suggestions for developing academic leadership among school administrators include Leadership development in this area requires combining the use of technology to support teaching and learning with the strengthening of interpersonal relationships to build motivation and trust within teams, a characteristic of the close-knit rural context.