Abstract

The purposes of this research were 1) to develop components and indicators of effective academic affairs administration of secondary schools, 2) to examine the congruence of the developed models of the components and indicators of effective academic affairs administration of secondary schools, and 3) to determine the congruence of a structural equation model of factors affecting effective academic affairs administration of secondary schools in the Northeast of Thailand with the empirical data. The scope of the research was 1,205 government secondary schools in northeastern Thailand. The population included the 1,205 directors/deputy directors of academic affairs. Stratified random sampling was administered to draw 400 sample informants. A 5-point rating scale questionnaire was developed to collect data from the sample informants. The reliability of the questionnaire was 0.98. Statistics for data analysis included frequency, percentage, mean, S.D., Confirmatory Factor Analysis, and Structural Equation Model (SEM). The results were as follows: 1) The effective academic affairs administration was consisted of 4 components and 16 indicators; academic affairs effectiveness with 5 indicators, academic leadership with 5 indicators, teacher competence with 3 indicators, and public participation with 3 indicators. 2) The developed models of the 4 components and 16 indicators were consistent with the empirical data. The factor loadings of these models ranged between 0.43 – 1.00. They were interpreted as acceptable as the range was higher than 0.30. 3) The developed structural equation model of the factors affecting effective academic affairs administration of the secondary schools in northeastern Thailand was congruent with the empirical data.

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