The Relationship between Factors Affecting the Effectiveness of Academic Administration and the Effectiveness of Academic Administration at the Pali Demonstration School, Mahachulalongkornrajavidyalaya University, Chiang Mai Campus, under the Office of General Education, Division of Buddhist Studies, Region 5

Abstract

            This study had three objectives: (1) to examine the levels of factors affecting the effectiveness of academic administration at Pali Demonstration School, Mahachulalongkorn- rajavidyalaya University, Chiang Mai Campus, under the Office of Buddhist Scripture Education Area, General Education Division, Area 5; (2) to investigate the level of effectiveness of academic administration at the school; and (3) to examine the relationship between the factors affecting academic administration effectiveness and the effectiveness of academic administration at the school. The population consisted of 23 participants, including administrators, heads of subject groups, and teachers. The research instrument was a rating-scale questionnaire. Data were analyzed using percentages, mean, standard deviation, Pearson’s correlation, and stepwise multiple regression analysis.

            The findings were as follows:- 1) Factors affecting the effectiveness of academic administration: Most respondents were female teachers in mid-career, holding bachelor’s and master’s degrees, with extensive work experience. Academic leadership of administrators, teachers’ instructional management ability, the provision of learning resources, and the adequacy of innovative instructional media were rated at a high level, whereas budgetary support was rated at a moderate level. 2) Level of academic administration effectiveness: Overall effectiveness across six dimensions curriculum development, learning processes, internal quality assurance, learning assessment and evaluation, development of technological media, and research for improving learner quality was at a high level. The strongest dimensions were curriculum development, learning assessment and evaluation, and learning processes. 3) Relationship between factors and effectiveness: Pearson’s correlation analysis indicated that all five factors were positively correlated at high to very high levels with effectiveness across all dimensions, with statistical significance at the .01 level. Stepwise multiple regression analysis further showed that a model including all five factors could jointly predict academic administration effectiveness, explaining 95.2% of the variance.