| Abstract: |
The objectives of this research were 1) To study the use of Information
technology for school administration under Sarasas affiliated area 3 schools.
2) To compare the use of Information technology for school administration
under Sarasas affiliated area 3 schools, classified by educational
qualifications, tenure status, school size, and varying work experiences; and
3) To examine approaches to the use of Information technology for school
administration under Sarasas affiliated area 3 schools. The research method is
divided into two steps Step 1 Study and compare the use of Information
technology for school administration. The sample group includes 251
administrators and teachers from within Sarasas affiliated area 3 schools,
selected through stratified random sampling based on the proportion of
teachers in each school. The research instrument is a questionnaire on the use
of Information technology for school administration, created by the
researcher, and designed using a 5-level rating scale. Data are analyzed using
the mean and standard deviation. Step 2 Study the approach to the use of
Information technology for school administration under Sarasas affiliated area
3 schools. The informants include three experts selected by purposive
sampling. The tools used for data collection include an interview form on the
use of Information technology for school administration under Sarasas
affiliated area 3 schools. Data were analyzed using content analysis. The
research results found that: 1) the use of Information technology for school
administration under Sarasas affiliated area 3 schools was at a high level
overall. When considering each aspect, the area with the highest average score
was general administration, also at a high level. 2) Administrators and
teachers with different educational qualifications used information technology
in administration differently, as classified by the educational qualification
variable. 3) The results also suggest that in terms of academic
administration, ICT and Hybrid Learning should be utilized to develop mobile
classrooms, digital media, assessment methods, and to enhance parental
participation. In budget administration, funds should be allocated for
learning equipment, disease prevention, software and internet investment, and
using Big Data to improve learning. For personnel administration, online work
systems should be adopted, teachers’ digital skills should be developed,
Hybrid Learning should be promoted, and leadership should follow the Super
Coach model. In general administration, online systems should be used to track
students, develop websites, and create digital media archives. Additionally,
equipment for online teaching should be allocated. |