การบริหารงานวิชาการของโรงเรียนเอกชนขนาดใหญ่ในกรุงเทพมหานคร ที่ผ่านการประเมินระดับดีมาก / อัจฉรา ยุทธมนตรี = The administration of academic affairs of large private schools in Bangkok at the outstanding level / Auchara Yuttamontree
The purpose of this research was to study the administration of academic affairs of 29 large private schools in Bangkok which was evaluated at the outstanding level. Population consisted of 4955 instructors, totally 5,100. The research instrument was a set of questionnaires. The data were analyzed using percentage and frequency. The research findings were as follows. (1) For Academic planning, there was an academic committee in each school, consisting of heads of department as the majority. The persons responsible for the approval of school academic plans were director. School took action on academic planning by making an action plan in advance. (2) For Administration and development of curriculum. School committee in charge of curriculum management consisting of head of department as the majority .School took action on preparing the curriculum, studying and analyzing the core curriculum of basic Education which was evaluated for further development. In the evaluation of student learning achievement, the results of O-NET testing were taken into account as a guideline for curriculum development. (3) For instructional management, in assigning the teaching tasks to teachers, knowledge, skills and experience were considered. Supervision was applied to monitor and evaluate teachers’ performance based on the instructional plans. Schools prepared supplementary courses, to support students learning by assessing their performance on the mid-term examinations and selecting those whose performance were below the standards to attend the courses. (4) For educational supervision for teacher development, schools provided supervision for teachers’ development by promoting participation of teachers in arranging internal supervisor y activities such as observation of classroom teaching, supervision for teacher development, arrangement of conferences, seminars and training programs before the beginning of the semesters. (5) For the application of educational media and technology, a variety of media and technology were developed suitably and sufficiently, so that teachers would be able to select what effectively functioned and could be further improved for their instructional activities. (6) For arrangements of extra-curricular activities, school offered some extra-curricular curriculum to equip students with good experience as a good complementary part to their classroom activities and the formal curriculum. (7) For counseling, school counseling services were provided to support development of students learning to their full potential, their quest for knowledge and their study plans in order that students could adjust their learning habits and become learning people. (8) For academic partnerships with other schools and organizations, each school needed to collaborate with other institutions in academic development, either in the form of a school cluster or a multi-campus institution, to provide co-operation and support for member institutions and to equip the community with technical knowledge by producing documents and printed matters to disseminate useful information to the community. (9). For research and for quality development of academic affairs, schools took action mostly on provision of support for teachers to conduct research for quality development of education. (10) For assessment and evaluation of academic work, schools applied observation as an instrument for assessment and evaluation of learning results of students. They also prepared a report on the assessment and evaluation results of students’ learning using an official form to demonstrate the result of an individual student’s quality development, which would be taken into account for improving teachers’ instruction.
