ACADEMIC ADMINISTRATION OF THE 11 PHRAPARIYATTIDHAMMA SCHOOLS IN THE NORTHEAST OF THAILAND

Abstract

The purpose of the research (1) to study the status of the academic administration status of the Phrapariyattidhamma Schools in the northeast, group 11 in  Thailand and (2) to study guideline for the development of academic administration of the Phrapariyattidhamma Schools in the northeast, group 11 in Thailand The Unit of study in the Phrapariyattidhamma Schools in the northeast, group 11 in Thailand, 41 Schools from 5 province consisting of Nakhonratchasima, Chaiyaphum, Burirum, Surin and Srisaket Provinces .340 people providing information consisting of 41 diractor, 41deputy diractor, 134 regular teachers, 83 specials teachers and 41 bali teacher the sample group provider 181 images/person from the table opening of  Krejcie and Morgan (1970) Stratified random sampling Tools was questionnaires Data collection by mail delivery method Data analysis content analysis, academic administration condition of the Phrapariyattidhamma  Schools in the northeast, group 11 in Thailand about the curriculum, measurement and evaluation, educational quality assurance and teaching and leaning, management,And guidelines for the development of academic administration of the Phrapariyattidhamma  Schools in the northeast, group 11 in Thailand by using descriptive statistics Mean and standard deviation. The research  findings were summarized as follows :
1. In overall the academic administration condition of the Phrapariyattidhamma  Schools in the northeast, group 11 in Thailand, has a high level in all aspects In descending order which in the  curriculum, measurement and evaluation, educational quality assurance and teaching and learning, management.
2. Guideline for the development of academic administration of the Phrapariyattidhamma  Schools in the northeast, group 11 in Thailand, 2.1) equate curriculum that can measure the elements of content and activities to be consistent a both academic and Buddhist aspects according to the interest and aptitudes of learners taking, into account the individual differences. 2.2) Manage teaching and learning to develop the ability to use technology for the pursuit of academic and Buddhist knowledge. 2.3) Create a plan for improving the quality of education, both academic and Buddhist, that is appropriate according to the indicators in the curriculum, the need of learners and schools and communities. 2.4) Design various measurements and evaluation methods according to conditions and venality and from the portfolio to measure Knowledge, skill and good attitude in both academic and Buddhist aspects.