Abstract

This research aimed to develop an effective academic administration model for extra large-size primary schools under the Office of the Basic Education Commission (OBEC) in the digital era. The study employed a mixed-methods approach and was conducted in three phases. Phase 1: Investigating the current state, desired state, and the need for effective academic administration in the digital era. The sample consisted of 377 school administrators and teachers from extra large-size primary schools, determined using Krejcie and Morgan’s table and multistage sampling. Data were collected using a 5-point Likert scale questionnaire, with an index of congruence (IOC) of 1.00 and a reliability coefficient of 0.93. Phase 2: Development of the model and its user manual for effective academic administration in the digital era. Data for this phase were gathered through interviews with three experts selected based on specified criteria and a focus group discussion with 10 experts. Phase 3: Five experts who met the requirements evaluated the model and user manual. Statistical tools used for data analysis included percentage, mean, standard deviation, priority needs index (PNI), and content analysis. Research Findings: 1) The current state of effective academic administration in extra large-size primary schools in the digital era was rated high overall. However, the desired state received the highest rating. The priority needs for development, in order, are as follows: internal supervision, research, measurement and evaluation, media development, innovation and educational technology, quality assurance and monitoring, learning process development, participation in academic administration, and curriculum development, respectively. 2) The academic administration model for extra large-size primary schools in the digital era comprised: 1) Principles, 2) Objectives, 3) Systems and mechanisms, and 4) Components and operational methods, driven by a PDCA quality cycle with seven components and 105 operational methods: (1) Curriculum Development 20 operational methods, (2) Participation in academic administration 14 operational methods (3) Development of media, innovation, and technology for education 13 operational methods (4) Learning process development 16 operational methods (5) Internal supervision 16 operational methods, (6) Quality assurance and monitoring 12 operational methods), (7) Research, measurement, and evaluation 14 operational methods, 5) Conditions for success, and 6) effectiveness evaluation. The user manual for implementing the model included an introduction, objectives, model details, guidelines for implementation, and effectiveness evaluation. 3) The evaluation result of the model and user manual revealed the highest levels of appropriateness, feasibility, and usefulness.

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