Academic Administration of the Opportunity Expansion School under the Prachinburi Primary Educational Service Area Office 1
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Abstract
Background and Aim: Ensuring equitable access to quality education is a fundamental goal in educational development. Opportunity Expansion Schools under the Prachinburi Primary Educational Service Area Office 1 were established to improve educational access and outcomes in underserved areas. This study aimed to (1) assess the level of academic administration in these schools and (2) investigate the influence of personal factors—gender, age, educational attainment, and work experience on academic administration practices. The findings aim to inform policy and management strategies to enhance school effectiveness.
Materials and Methods: A quantitative research design was employed involving educational administrators and teachers from Opportunity Expansion Schools in Prachinburi Province during the 2023 academic year. Using Taro Yamane’s formula, a sample of 280 participants was selected through stratified random sampling to represent diverse demographics. Data were collected via a validated questionnaire and analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics.
Results: Overall, academic administration was rated high across teaching and learning management, curriculum development, assessment and evaluation, and development of learning resources. However, internal quality assurance and compliance with educational standards were rated moderate, indicating areas requiring improvement. Personal factors did not significantly influence academic administration, with no statistically significant differences at the 0.01 level.
Conclusion: Academic administration in Opportunity Expansion Schools demonstrates considerable strength but requires targeted improvements in quality assurance and standards adherence. Since demographic variables do not significantly affect administrative practices, efforts should prioritize institutional policies and systemic enhancements. These findings provide actionable insights for educational leaders and policymakers to refine academic administration frameworks to better meet student needs.
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