Abstract

This study aimed to: 1) Synthesize the components of proactive academic administration that contribute to improving student achievement in primary schools under the Office of the Basic Education Commission (OBEC). 2) Analyze key strategic areas in proactive academic administration, including curriculum development, assessment practices, instructional management, and internal instructional supervision. 3) Propose guidelines and a framework for developing proactive academic administration that aligns with the needs and challenges faced by primary schools, aiming to enhance sustainable improvements in student learning outcomes. The study employed a Research and Development (R&D) approach. The population for this study consisted of 4,280 school administrators and teachers from public primary schools under OBEC across five provinces in northeastern Thailand. The sample was selected using stratified random sampling based on geographic location, teaching experience, and subject specialty, with a final sample size of 354 participants, as determined using Krejcie and Morgan’s (1970) sample size table. The research findings indicated that curriculum development was the most important component, receiving the highest priority for development, followed by assessment practices, instructional management, and internal instructional supervision. The study recommends that schools prioritize developing curricula that align with local needs, use diverse teaching strategies, and strengthen internal instructional supervision to enhance student achievement in OBEC-affiliated primary schools.

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