Academic Leadership of Educational Institution Administrators under the Jurisdiction of Udon Thani Primary Educational Service Office Area 2

Background and Aims: Education plays a critical role in developing individuals, society, and the nation, serving as a driving force for sustainable national development and fostering harmonious living within communities. Administrators of educational institutions hold a key position in ensuring that education adapts to evolving economic, social, and technological landscapes. To meet these challenges, leaders must be skilled in managing change and enhancing academic quality. This research aims to: 1) examine the academic leadership level of school administrators under Udon Thani Primary Educational Service Office Area 2, 2) compare their leadership based on position, experience, and school size, and 3) explore strategies for developing their academic leadership. Methodology: The research sample consisted of 310 school administrators and teachers, selected based on Krejci and Morgan's table and randomly divided into groups. A 5-level rating scale questionnaire was used as the research instrument, with a consistency index ranging from 0.80 to 1.00 and an overall reliability score of 0.86. Statistical methods applied in the data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test to evaluate and compare the findings. Results: The research findings are as follows: (1) The academic leadership of educational institution administrators under Udon Thani Primary Educational Service Office Area 2, both overall and in each specific area, is at a high level. (2) A comparison of opinions on academic leadership, classified by position, work experience, and school size, revealed no significant differences across these factors. (3) Guidelines for promoting academic leadership among school administrators include eight key areas: 1) raising awareness in meetings and setting high expectations for student academic achievement, 2) showing enthusiasm for implementing school improvement strategies, 3) providing incentives and rewards for academic efforts, 4) tracking academic progress, 5) creatively utilizing resources and personnel, 6) ensuring the school environment is pleasant, orderly, and safe, 7) monitoring teachers' instructional practices, and 8) observing teaching and giving constructive feedback. Conclusion: Overall, the study reveals that school administrators in Udon Thani Primary Educational Service Office Area 2 exhibit strong perceptions of academic leadership, which are consistent regardless of their position, experience, or the size of their institutions. To further enhance leadership effectiveness, the suggested guidelines emphasize the importance of fostering a supportive environment, implementing practical strategies for school improvement, and closely monitoring both students' academic progress and teaching practices. These measures are designed to ensure that academic leadership continues to positively impact educational outcomes.