International Education Studies; Vol. 15, No.

6; 2022
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education

A Structural Equation Model of Factors Affecting Effective Academic

Affairs Administration of Secondary Schools in Northeast of Thailand
Duongjan Yuongsuwan1, Wichit Khammantakhun1 & Kriangsak Srisombut1
1
Philosophy of Doctor Program in Educational Administration, Faculty of Education, Roi Et Rajabhat University,
Roi Et, Thailand
Correspondence: Duongjan Yuongsuwan, Philosophy of Doctor Program in Educational Administration, Faculty
of Education, Roi Et Rajabhat University, Roi Et, 45120, Thailand.

Received: July 15, 2022 Accepted: August 18, 2022 Online Published: November 28, 2022
doi:10.5539/ies.v15n6p162 URL: [Link]

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.
Keywords: academic administration, factors, indicators, secondary schools, structural equation model
1. Introduction
Education is a process of human development in all aspects. Education management in the present time gains more
cooperation from different sectors. With wider cooperation, more effective school administration is necessary,
particularly academic affairs administration. The certain mission of academic affairs administration is to elevate
learning achievements of all levels. This requires great attention from school directors or deputy directors
(Boonpirom, 2009). Wonganudroj (2001) proposed that academic affairs administration is aimed at developing
and revising teaching and learning management to benefit learners the most. The National Education Act B.E.
2542 (1999) and the Amendments (Third National Education Act) B.E. 2553 (2010) has specified a framework of
academic affairs administration for schools. Academic affairs administration is important in educational
management. Academic affairs administration is regarded as the heart of the school administration. For this reason,
school administrators should prioritize the leadership of teachers who are in charge of academic affairs
administration. The main aim of academic affairs administration is to provide academic competence for students.
Academic affairs administration also indicates standards and quality of schools as it is connected with all the
school aspects.
As academic affairs administration is important, evaluation of academic affairs administration is even essential to
keep it effective. School directors have to cooperate with stakeholders in evaluating the effectiveness of academic
affairs administration. This evaluation looks at all the aspects academic affairs administration is connected with,
especially factors affecting its effectiveness. Saensuk (2013) proposed that factors concerning academic affairs
administration include 1) directors, 2) teachers, 3) parents and community, 4) school buildings, 5) budgets, and 6)
technology for education. Moreover, Ankinandana (2015) found in her study that there were 3 factors directly

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affecting academic affairs administration; good teacher attributes, participation from people, and academic
leadership of directors. These factors can shape the effectiveness of academic affairs administration. Thus, schools
must consider incorporating these factors into the administration of their academic affairs. However, Thai learners’
achievements in average have still been unsatisfying. These achievements are presented through the national tests
such as the Ordinary National Educational Test (O-NET). This phenomenon is caused by various factors one of
which is academic affairs administration of schools in the country. The O-NET results can directly reflect the
country’s educational system as a whole and academic affairs administration of each school.
As mentioned above, a study on academic affairs administration is necessary as it would provide an insight for
further development of school administration. A study of academic affairs administration can benefit both
implication and research. For implication, schools can use findings from research to consider factors that affect
academic administration. They can gain knowledge on how to handle each factor to push schools to achieve
ultimate goals. For research, researchers can gain an insight of a direction to put their research into. Researchers
are dynamic builders of a new knowledge body. In this field of study, they serve as feeders of knowledge for
schools to adapt their academic affairs administration into the updated or changing trend.
According to the rationale above, the researcher as a school director of a secondary school considered that it was
necessary to do research in this field of academic affairs administration. In order to benefit this research to actual
implication to academic affairs administration of schools, components and indicators had to be studied. Such
components and indicators would be confirmed through their congruence with empirical data. The important of
this study was that it would give an insight into effective academic affairs administration of schools in the
Northeast of Thailand. The results of this research would be applied to school development planning and learning
achievement development.
2. Objectives of the Research
This research had three objectives as follows:
1) To develop components and indicators of effective academic affairs administration of secondary schools
2) To examine the congruence of the models of the developed components and indicators of effective academic
affairs administration of secondary schools
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.
3. Research Questions
This research was conducted to answer the following research questions.
1) What were components and indicators of effective academic affairs administration of the secondary schools in
the Northeast of Thailand?
2) How were the models of the developed components and indicators congruent with the empirical data?
3) How was the structural equation model of factors affecting effective academic affairs administration congruent
with the empirical data?
4. Research Methodology
4.1 Design
The design of this research was quantitative.
4.2 Population and Sample
The target scope of the research was the total of 1,205 secondary schools in the Northeast of Thailand under the
jurisdiction of Office of the Basic Education Commission (OBEC), Ministry of Education (MOE). The unit of
analysis included school administrators. Thus, the population was the 1,205 directors or deputy directors of
academic affairs of the schools.
Stratified random sampling was administered to draw sample informants from the population. In do this sampling
technique, the schools were divided into 4 clusters by sizes of student populations specified by Bureau of Policy
and Planning, Office of the Basic Education Commission (OBEC) in the academic year 2012. The 4 clusters
divided by sizes of student populations are as follows:
Small-sized secondary schools (1-499 students)
Medium-sized secondary schools (500-1,499 students)

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Large-sized secondary schools (1,500-2,499 students)

Extra-large-sized secondary schools (more than 2,500 students)

The sample size was determined by 16 observable variables. A ratio of 20:1 (samples: an observable variable) was
selected. This ratio obtained 320 samples, but the proper minimum number of samples was 400 (Wiratchai, 1999).
Finally, 400 sample informants were drawn to participate in this research as shown in Table 1.

Table 1. The 400 sample informants drawn from schools divided by secondary educational service areas and sizes
Population by school sizes Sample by school sizes
Secondary Educational Service Area Office
XL L M S Total XL L M S Total
Area 20 11 10 36 6 63 7 7 23 4 41
Area 22 7 18 54 2 81 5 12 35 1 53
Area 23 8 14 23 0 45 5 9 15 0 29
Area 25 13 6 51 14 84 8 4 33 10 56
Area 27 9 14 34 3 60 6 9 22 2 39
Area 28 13 9 53 8 83 8 6 34 6 55
Area 29 11 27 40 3 81 7 18 26 2 53
Area 31 17 12 18 3 50 11 8 12 2 33
Area 32 13 17 35 1 66 8 11 23 1 43
Total 102 127 344 40 613 66 83 224 28 400

4.3 Research Instrument

A questionnaire was developed to collect data from the sample informants. This questionnaire consisted of 3
sections as follows:
Section 1 Personal information: The design of this section was checklist and gap filling. The target data in this
section included genders, age, professional experience, educational levels, administrative positions, and school
sizes.
Section 2 Perceptions of factors affecting academic affairs administration of the secondary schools. The design of
this section was 5-point rating scale. The target data in this section was levels of perceptions of factors affecting
academic affairs administration of the secondary schools. The mean scores indicating the levels of perceptions and
interpretations are as follows; 4.51-5.00 (highest), 3.51-4.50 (high), 2.51-3.50 (moderate), 1.51-2.50 (low), and
1.00-1.50 (lowest).
Section 3 Perceptions of effectiveness of academic affairs administration of the secondary schools. The design of
this section was 5-point rating scale. The target data in this section was degrees of the effectiveness of academic
affairs administration in the secondary schools. The mean scores indicating the degrees of perceptions and
interpretations are as follows; 4.51-5.00 (highest), 3.51-4.50 (high), 2.51-3.50 (moderate), 1.51-2.50 (low), and
1.00-1.50 (lowest).
After the questionnaire was developed, the construct validity was examined through the confirmatory factor
analysis. It was found that the questionnaire elements were theoretically correct and appropriate for data
collection. The content validity of the questionnaire was examined by 7 experts through the Item-Objective
Congruence Index. It showed the IOC of 0.57–1.00. The questionnaire was revised according to the experts’
suggestions. Also, the reliability of the questionnaire was determined through the Cronbach’s Alpha Coefficient. It
revealed a reliability of the whole questionnaire of 0.98. The reliability of each separated part was 0.94, 0.95, 0.93,
and 0.93 for academic affairs effectiveness, academic leadership, teacher competence, and public participation
respectively.
4.4 Data Collection
Official letters of request for cooperation in collecting data were posted to the sampled schools. Copies of the
questionnaire were attached to the letters. The informants were requested to complete and return the questionnaire
within 6 weeks. The informants returned the questionnaire by post to the address provided.
4.5 Data Analysis and Statistics
Descriptive statistics were used to analyze the data from Section 1 Personal information of the questionnaire.

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Personal information was analyzed with frequency and percentage whereas perceptions of factors affecting
academic affairs administration of secondary schools were analyzed with mean and S.D.
Inferential statistics included Factor Analysis by means of Confirmatory Factor Analysis and Path Analysis was
used to analyze the congruence of the models of the developed components and indicators of effective academic
affairs administration of secondary schools with empirical data.
5. Results of the Research
5.1 Personal Information of the Sample Informants
The data collection covered the 400 sample informants. They had different background information. After
completing the data collection, descriptive statistics were used to describe this sample group. The result of the
descriptive statistics of the personal information among these sample informants is presented in Table 2.

Table 2. Personal information of the sample informants

Personal information Frequency %
1. Genders
1.1 Male 290 72.50
1.2 Female 110 27.50
[Link]
2.1 Younger than 40 years 46 11.5
2.2 40– 45 years 81 20.25
2.3 46– 55 years 155 38.75
2.4 Older than 56 years 118 29.5
3. Professional experience
3.1 1- 15 years 59 14.75
3.2 15–25 years 173 43.25
3.3 26–35 years 123 30.75
3.4 Over 35 years 45 11.25
4. Educational levels
4.1 Bachelor’s degree 30 7.5
4.2 Master’s degree 319 79.8
4.3 Doctor’s degree 51 12.8
4.4 Other None None
5. Administrative positions
5.1 Director 205 51.25
5.2 Deputy director 195 48.75
6. Numbers of informants by school sizes
6.1 Small-sized 29 7.3
6.2 Medium-sized 223 55.8
6.3 Large-sized 82 20.5
6.4 Extra-large-sized 66 16.5

Table 2 shows that the majority of the sample informants were male (72.50 %), 46–55 years of age (38.75 %), had
the professional experience of 15-25 years (43.25 %), held a master’s degree (79.80%), served as directors
(51.25 %). Most of them belonged to medium-sized schools (55.80 %).
After the overview data of the sample informants was gained, their data given to the questionnaire was analyzed.
The data from the questionnaire was classified and analyzed in response to the three research questions. The results
of the analyses are presented as follows:
I) What were components and indicators of effective academic affairs administration of the secondary schools in
the Northeast of Thailand?
According to the first research objective, it aimed to develop components and indicators of effective academic
affairs administration of the secondary schools in the Northeast of Thailand. Also, to answer this research question,
the components and indicators were collected through the sample informants’ perceptions. They perceived
components and indicators as factors that affected the academic affairs administration of their secondary schools.

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The result of a synthesis study of components and indicators found in theoretical and literature reviews showed
that effective academic affairs administration was consisted of 4 components and 16 indicators (observable
variables) as follows:
1) Academic affairs effectiveness with 5 indicators; 1.1) higher achievement of learners, 1.2) positive attitudes of
learners, 1.3) teacher’s work satisfaction, 1.4) academic project achievement, and 1.5) school adaptation to
environment.
2) Academic leadership with 5 indicators; 2.1) education quality development planning, 2.2) curriculum
administration and learning management, 2.3) professional development of teachers and staff, 2.4) learner quality
promotion, and 2.5) learning atmosphere and environment management.
3) Teacher competence with 3 indicators; 3.1) education levels and teaching experience, 3.2) professional
attributes of teachers, and 3.3) teaching behavior of teachers.
4) Public participation with 3 indicators; 3.1) participation in school curriculum development, 3.2) participation in
learning development, and 3.3) participation in evaluation.
II) How were the models of the developed components and indicators congruent with the empirical data?
According to the second research objective, it aimed to examine the congruence of the models of the 4 components
and 16 indicators of effective academic affairs administration of the secondary schools in the Northeast of
Thailand. To answer the second research question, the inferential statistics were employed to analyze the
congruence of the models of the 4 components and 16 indicators. The results of the data analysis are as follows:

Figure 1. Confirmatory factor analysis of the academic affairs effectiveness model

The academic affairs effectiveness model was consisted of the 5 indicators; 1) higher achievement of learners, 2)
positive attitudes of learners, 3) teacher’s work satisfaction, 4) academic project achievement, and 5) school
adaptation to environment.
The result of the confirmatory factor analysis of the academic affairs effectiveness model revealed the 5 observable
variables above. It indicated that these 5 variables were consistent with the empirical data. This can be confirmed
from the Chi-square (χ2) of 5.388 with a degree of freedom (df) of 3, a statistically significant level (p - value) of
0.146, an RMSEA of 0.045, a GFI of 0.995, and an AGFI of 0.974. When considering the 5 components of the
academic affairs effectiveness model, all of these variables had an acceptable factor loading between 0.53–0.84
and R2 between 0.28-0.70.

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Therefore, the observable variables of the latent variables of the academic affairs effectiveness model can be used
to measure academic affairs effectiveness. The indicator school adaptation to environment showed the greatest
factor loading and R2.

Figure 2. Confirmatory factor analysis of the academic leadership model

The academic leadership model was consisted of the 5 indicators; 1) education quality development planning, 2)
curriculum administration and learning management, 3) professional development of teachers and staff, 4) learner
quality promotion, and 5) learning atmosphere and environment management. The result of the analysis showed
that the model was congruence with the empirical data.
The result of the confirmatory factor analysis of the academic leadership model revealed the 5 observable
variables above. It indicated that these 5 variables were consistent with the empirical data. This can be confirmed
from the Chi-square (χ2) of 0.644 with a degree of freedom (df) of 1, a statistically significant level (p - value) of
0.422, an RMSEA of 0.000, a GFI of 0.999, and an AGFI of 0.990. When considering the 5 components of the
academic leadership model, all of these variables had an acceptable factor loading between 0.44–0.96 and R2
between 0.19-0.92. Therefore, the observable variables of the latent variables of the academic leadership model
can be used to measure academic leadership. The indicator learner quality promotion contained the greatest factor
loading and R2. The indicator learner quality promotion showed the greatest factor loading and R2.

Figure 3. Confirmatory factor analysis of the teacher competence model

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The teacher competence model was consisted of 3 indicators; 1) education levels and teaching experience, 2)
professional attributes of teachers, and 3) teaching behavior of teachers. The result of the analysis revealed that the
model was congruence with the empirical data.
The result of the confirmatory factor analysis of the teacher competence model revealed the 3 observable variables
above. It indicated that these 3 variables were consistent with the empirical data. This can be confirmed from the
Chi-square (χ2) of 4.947 with a degree of freedom (df) of 1, a statistically significant level (p - value) of 0.026, an
RMSEA of 0.099, a GFI of 0.992, and an AGFI of 0.951. When considering the 3 components of the teacher
competence model, all of these variables had an acceptable factor loading between 0.66 - 0.89 and R2 between
0.43-0.79. Therefore, the observable variables of the latent variables of the teacher competence model can be used
to measure teacher competence. The indicator learner quality promotion contained the greatest factor loading and
R2. The indicator professional attributes of teachers possessed the greatest factor loading and R2.

Figure 4. Confirmatory factor analysis of the public participation model

The public participation model was composed of 3 indicators; 1) participation in school curriculum development,
2) participation in learning development, and 3) participation in evaluation.
The result of the confirmatory factor analysis of the public participation model revealed the 3 observable variables
above. It indicated that these 3 variables were consistent with the empirical data. This can be confirmed from the
Chi-square (χ2) of 3.572 with a degree of freedom (df) of 1, a statistically significant level (p - value) of 0.059, an
RMSEA of 0.080, a GFI of 0.994, and an AGFI of 0.965. When considering the 3 components of the public
participation model, all of these variables had an acceptable factor loading between 0.83 - 0.90 and R2 between
0.69-0.80. Therefore, the observable variables of the latent variables of the public participation model can be used
to measure public participation. The indicator participation in learning development had the greatest factor
loading and R2.
III) How was the structural equation model of factors affecting effective academic affairs administration congruent
with the empirical data?
According to the third research objective, it aimed to determine the congruence of the constructed structural
equation model of factors affecting effective academic affairs administration of the secondary schools in the
Northeast of Thailand with the empirical data. In the analysis of the hypothesis structural equation model of the
factors affecting effective academic affairs administration before its revision. The results of this analysis were used
to further develop the model till it was congruent with the empirical data.

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Figure 55. The analysiss of the hypothhesis structural equation moddel of the factoors affecting efffective academ
mic
afffairs administrration before iits revision

Figure 5 shhows that the constructed mmodel was inconnsistent with tthe empirical ddata. This was due to the fact that
the Chi-sqquare (χ2) wass 943.628 withh a statisticallyy significant level (p - valuue) of 0.00, a χ2/df of 9.83. This
indicated tthat the Chi-sqquare value waas statistically significant wiith an RMSEA A of 0.140, a G
GFI of 0.78, an
nd an
AGFI of 00.69.
After the model was im mproved from the above ressults, it was ccongruence wiith the empirical data. This was
confirmedd by the followiing Chi-squaree (χ2) of 71.0100 at a statisticaally significantt level (p - valuue) of 0.085, a χ2/df
of 1.268. T
This indicated that the Chi-sqquare value waas not statisticaally significantt with an RMSEA of 0.026, a CFI
of 0.948, a GFI of 0.9788, and an AGFII of 0.952 as sshown in Figurre 6.

Figure 66. The analysis of the construucted structurall equation moddel of the factoors affecting efffective academ
mic
aaffairs adminisstration after its revision

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6. Conclusion and Discussion

6.1 Components and Indicators of Effective Academic Affairs Administration of the Secondary Schools
The first research objective aimed to develop components and indicators of effective academic affairs
administration of secondary schools in the Northeast of Thailand. The result in this research revealed 4
components and 16 indicators (observable variables) of the effective academic affairs administration.
I) The component academic affairs effectiveness had 5 indicators; 1) higher achievement of learners, 2) positive
attitudes of learners, 3) teacher’s work satisfaction, 4) academic project achievement, and 5) school adaptation to
environment. This finding was due to some reasons. This finding was consisted with Lunenburg and Ornstein
(2004) and Sribantao (2017). Academic affairs administration can be effective when there is collaboration between
administrators and stakeholders. They share the same goals in producing students as key outcomes to achieve the
goals. Teachers’ satisfaction is also a factor to accomplish target needs. The school’s abilities to operate to meet
pre-set objectives and to adapt to the environment in changing contexts were additional factors to crate academic
affairs effectiveness.
II) The component academic leadership had 5 indicators; 1) education quality development planning, 2)
curriculum administration and learning management, 3) professional development of teachers and staff, 4) learner
quality promotion, and 5) learning atmosphere and environment management. This finding was in accordance with
Leithwood and Jantzi (1999) and Chuanwan (2018). Directors and heads of divisions schools have to push their
missions into success. Student quality improvement has to meet set objectives and [Link] so doing, they have to
specify visions, goals, projects, and methodologies. They should also plan a budget for student development. The
school curriculum development must gain participation from all groups of stakeholders. This provides the school
with feedback which reflects its administration.
III) The component teacher competence had 3 indicators; 1) education levels and teaching experience, 2)
professional attributes of teachers, and 3) teaching behavior of teachers. This finding in the research supported Arends
(1998) and Tungduangdee (2016). This was due to some reasons. A school that runs teaching staff management
can benefit teaching mangement. Students can learn from experienced teachers. As a result, overall learning
achievement is higher. Furthermore, a school that promotes professional development on a regular basis can gain
qualified and desirable teachers. These teachers express their competance through their teaching process. A good
teaching process can lead students to meet the goals of a curricula.
IV) The component public participation had 3 indicators; 1) participation in school curriculum development, 2)
participation in learning development, and 3) participation in evaluation. This research confirmed Phaosri,
Puthaprasert, and Yaboonthong (2017) and Gantamas, Jaroensook, and Narkkhwan (2017). This was due to some
reasons. Schools in Thailand now provided opportunities for the public to take part in curriculum development and
revision. Teachers are allowed to make lesson plans based on learners’ interests and aptitudes. Those lesson plans
support learners to learn by doing and experiencing. They are required to meet desirable attributes. The public is
also invited to participate in evaluation. Results of evaluation are valuable to further revise curriculum in the next
academic year.
6.2 Congruence of the Models of the Developed Components and Indicators of Effective Academic Affairs
Administration of the Secondary Schools
The 4 models of the 4 components and 16 indicators of effective academic affairs administration of secondary
schools in the Northeast of Thailand were all congruent with the empirical data. The reasons of these findings are
as follows. For the academic affairs effectiveness model, the finding accorded with Lapcharoen,
Wichitputcharaporn, and Niyamapa (2018). It was the administrator’s responsibility to provide fundamental
facilities to support the academic affairs. Good learning atmosphere is needed to motivate students to learn. Both
teachers and students have to build good relationship. They should always exchange opinions on learning
management. These factors lead the school to achieve its goals of academic affairs administration. For the
academic leadership model, the finding was in accordance with Newble and Cannon (1995). Academic
administration is the heart of a school. It helps the school to manage resources in a proper way. The result of
such management is students’ learning achievement. For the teacher competence model, this finding was in
consistence with Newble and Cannon (1995). This was due to the following reasons. Education quality is affected
by teachers’ abilities in teaching and learning management is all aspects. Teachers should be equipped with
certain professional attributes. These attributes affect learning achievements and academic affairs. Attributes are
expressed or showed through behaviors. Teaching behaviors reflect actual attributes and indicate actual
competence. For the public participation model, the finding was related to Wisat (2017) due to some reasons.
Academic affairs are related with various aspects of school administration and public participation. Academic

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affairs administration can cover all dimensions when it is joined by related parties. Stakeholders who are in the
context of the school are good sources of knowledge for curriculum development. After they participate in
curriculum development, they should be allowed to be part of learning processes and curriculum evaluation.
6.3 Congruence of the Structural Equation Model of Factors Affecting Effective Academic Affairs Administration
with the Empirical Data
The effective academic affairs administration in this research received the greatest total effects from academic
leadership. This finding was consistent with Leithwood and Jantzi (1999) in that academic leadership is personally
included in individual school directors. It is inevitable that academic leadership directly affects the quality of
students. It reflects competence of school administrators in preparing factors that affect the quality of students.
Also, academic leadership keeps school administrators leading schools toward their objectives and ultimate goals.
The teacher competence component had the second greatest total effects on academic affairs administration. This
supported Lapcharoen, Wichitputcharaporn, and Niyamapa (2018). This is due to the fact that teacher competence
deals with the quality of academic affairs administration. Teacher competence is consisted of qualifications,
teaching experience, professional attributes, and teaching behaviors. These characteristics are performed in the
classroom and then support the effectiveness of academic affairs administration as a whole.
The public participation component had the third greatest total effects on academic affairs administration. In line
with Khampreecha, Koolrojanapat, and Boonphadung (2019), public participation brings more cooperation to
academic affairs administration. It opens an opportunity for the board of basic education schools, parents, and
communities to play their roles in developing school curricula. They can also take their roles in improving learning
processes. It can be concluded that public participation is a vital factor for effective academic affairs
administration of schools as public organizations.
7. Suggestions
7.1 For Implication
To pursue academic affairs administration found in this research, directors should be equipped with academic
leadership. Academic affairs administration can achieve its potential under academic leadership of directors.
Participation from all sectors of stakeholders should be increased. This participation can determine the direction of
academic affairs administration. It can gear academic affairs administration to effectiveness.
7.2 For Further Research
Next research should be done in various school sizes to study whether school sizes cause different results. More
in-depth qualitative research should be done to investigate more actual phenomenon in academic affairs
administration. This kind of research should be done in other different education levels.
Acknowledgments
The conduction of this large research and the authorship of this article were finally completed with exceptional
support of my co-authors. I have received their valuable encouragement and guidance throughout the research
process. I would like to express my gratitude to the experts involved in the study for their constructive and
insightful comments. My sincere thanks also go to all the samples from various Secondary Educational Service
Area Offices for their full participation in the research methodology.
I would also extend my thanks to Mr. Yuttachak Lamjuanjit, a lecturer of the Business English Program, Roi Et
Rajabhat University, Thailand, for his excellent translation of the original draft into this English article. He has
given assistance and guidance in the entire manuscript preparation and submission process.
Finally, I wish to thank my family for their cheerful support and encouragement throughout my research.
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