การบริหารงานวิชาการของโรงเรียนพระปริยัติธรรม แผนกสามัญศึกษา สังกัดสำนักงานการศึกษาพระปริยัติธรรม แผนกสามัญศึกษา
Year: 2025
Type: article
Study design: Observational Study
Abstract: This research aimed to 1) examine academic administration of administrators of Buddhist Pariyatti Schools in the general education department; 2) compare academic administration classified by status, position, educational qualification, age, experience, and school size; and 3) study academic administration approaches. The sample consisted of 348 administrators, teachers, and academics from 14 educational districts, totaling 404 schools, selected using simple random sampling. The research instrument was a 73-item questionnaire with a reliability of 0.972. The statistics used included percentages, means, and standard deviations. Hypothesis testing included t-tests (Independent Samples) and F-tests (One-Way ANOVA). The research findings revealed: The study of academic administration in Buddhist monastic schools (general education section) under the Office of Buddhist Education found that the overall and individual aspects were at a high level. A comparison of academic administration in Buddhist monastic schools (general education section) under the Office of Buddhist Education, categorized by variable, revealed that personnel with different statuses had significantly different opinions on academic administration in both the overall and individual aspects (p < .001). Personnel with different levels of experience and school size also had significantly different opinions on academic administration in both the overall and individual aspects (p < .05). However, personnel with different positions, educational qualifications, and ages did not show significant differences in their opinions on academic administration in the overall aspect. The guidelines for academic administration in Buddhist monastic schools (general education section) under the Office of Buddhist Education showed that: 1) The schools prioritize academic planning the highest, followed by assessment, evaluation, and the development of learning processes. While giving the least importance to the development and use of educational technology, the results reflect the following: 1) administrators' awareness of their roles and responsibilities, participatory management, and alignment with educational policy, including the use of data for decision-making and continuous teacher development, even though overall management is at a high level; 2) areas for improvement include the creation of manuals and transfer criteria, the development of learning resources, and the creation of collaborative networks to enhance the efficiency and sustainability of academic administration in the future.
Source: Journal of Buddhistic Sociology
Institution: Thaksin University
Language: Thai
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220171434