Participation in academic administration of educational personnel in education quality development network group 7 under Maha Sarakham Primary Education Service Area Office 2

Abstract

The objectives of this research are twofold: 1) to examine the participation in academic administration among educational personnel within Educational Quality Development Network Group 7 under the Maha Sarakham Primary Educational Service Area Office 2, and 2) to propose guidelines for academic administration within the same network, categorized by educational level and work experience. This is a quantitative study utilizing research instruments such as questionnaires. The sample consists of 118 educational personnel from Educational Quality Development Network Group 7 under the Maha Sarakham Primary Educational Service Area Office 2, for the academic year 2023, determined through sample size calculations based on Krejcie and Morgan's table. A group sampling method was employed, and the data collected from the questionnaires were analyzed using descriptive statistics, including percentage, mean, and standard deviation, as well as inferential statistics such as t-tests and F-tests. The research findings are as follows: Overall, participation in academic administration among educational personnel is at a high level. A comparison of participation in academic administration among educational personnel within Educational Quality Development Network Group 7 under the Maha Sarakham Primary Educational Service Area Office 2 revealed that: 1) Educational personnel with different educational levels show no significant differences in overall participation in academic administration. However, when examining individual aspects, almost every aspect shows differences except for teaching and learning. The aspects of educational quality assurance and internal supervision display significant differences. 2) Educational personnel with varying work experience exhibit no significant differences in overall participation in academic administration. Nevertheless, when considering specific aspects, almost all aspects show no differences, with the exception of classroom research and educational evaluation, where statistically significant differences at the 0.05 level were observed.