ภาวะผู้นำทางวิชาการตามหลักทุติยปาปณิกสูตรของผู้บริหารสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาขอนแก่น
Year: 2026
Type: article
Study design: Observational Study
Abstract: This research aimed (1) to study the conditions of academic leadership according to the Dutiyapāpaṇika Sutta Principles of educational institution administrators, and (2) to propose guidelines for developing academic leadership according to the Dutiyapāpaṇika Sutta Principles of educational institution administrators under the Khon Kaen Secondary Educational Service Area Office. A mixed-methods research design was employed, combining quantitative and qualitative approaches. For the quantitative phase, a questionnaire was used as the research instrument, with a reliability coefficient of 0.86. The sample consisted of 346 participants, including school administrators and teachers. Statistical methods employed included frequency, percentage, mean, and standard deviation. For the qualitative phase, interviews were conducted with nine key informants, who were experts in educational administration, selected through purposive sampling. The findings of the research were as follows: 1. The overall level of academic leadership according to the Dutiyapāpaṇika Sutta Principles of educational institution administrators under the Khon Kaen Secondary Educational Service Area Office was found to be at the highest level. The aspect with the highest mean score was defining vision, mission, and goals according to the Dutiyapāpaṇika Sutta Principles. 2. The guidelines for developing academic leadership according to the Dutiyapāpaṇika Sutta Principles of educational institution administrators emphasize participatory and holistic development. Administrators should promote collaboration in defining a shared vision, mission, and goals, ensuring effective communication that translates the vision into measurable operational standards while establishing cooperative networks and continuous evaluation for improvement. They should foster clear communication and understanding of curriculum implementation among all stakeholders, encourage teachers to analyze learners to create learner-centered curricula, and revise curricula to align with each school’s context. Furthermore, administrators should design a transparent and systematic internal supervision process through joint planning, observation, constructive feedback, and the use of data to develop personnel and enhance institutional quality. Finally, they should cultivate a collaborative working culture, provide resources to support active learning and classroom research, organize platforms for sharing and recognizing innovative works, and continuously promote educational innovation toward sustainable development.
Institution: Mahachulalongkornrajavidyalaya University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7219204842