Academic Leadership in the 21st Century of School Administrators under the Office of Basic Education Commission in Loei Province

Abstract

This research aimed to 1) study the level of academic leadership in the 21^st century of school administrators, 2) compare the academic leadership in the 21^st century of school administrators classified by personal factors, and 3) examine the problems, obstacles, and suggestions for developing academic leadership in the 21^st century of school administrators under the Office of Basic Education in Loei Province. The sample consisted of 210 school administrators. The research instruments were a questionnaire and an interview form. Data were analyzed using descriptive statistics and content analysis.

          The results revealed that 1) the overall level of academic leadership in the 21^st century of school administrators was high, with the highest mean in creating a learning atmosphere and the lowest mean in promoting the use of technology in teaching and learning, 2) school administrators with different ages, educational levels, administrative experiences, and school sizes had significantly different levels of academic leadership in the 21^st century, and 3) major problems and obstacles included the lack of budget and resources, especially in small schools, and excessive administrative workload. The key suggestion was to develop school administrators' skills in educational technology and innovation.