This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts.Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program.Step 3 required 7 experts to evaluate and comment on the program.Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNI modified ) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators' enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators' enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.

Internal supervision in the school is currently experiencing various problems. Supervision preparation problems are related to: lacking of supervision plan, lacking of holistic and systematic planning, and lacking of analysis in current conditions or requirements. While supervision operational problems are included: lacking of supervision cooperation, lacking of knowledgeable and skillful supervisors, and lacking of feedback to supervisees. Problems in evaluation are included: lacking of ongoing supervision and monitoring in a systematically and continually manner. Whereas, supervision is t continuation of a system based on the participation of all parties involved. This is a procedure in management of academic for controlling quality in education.The research aimed 1) to study the components of the team-based internal supervision system for the primary schools under the Office of the Basic Education Commission, 2) to examine the current states and desirable characteristics of the team-based internal supervision system, 3) to develop the team-based internal supervision system, and 4) to evaluate the use of the team-based internal supervision system for the primary schools under this study. The research and development process was divided into four stages: 1) System study and analysis: it was concerned with studying and analyzing the components evaluated by the experts; current states and desirable characteristics were studied from 380 primary schools. 2) System design and development: in this stage data obtained in the first stage were used to design and develop the team-based internal supervision system; three experts evaluated the system. 3) System application: the system was experimentally used in two primary schools which were different in size; the tool used was a handbook on a system. 4) System evaluation: it was a summarization of the results of the system use. Statistics used in data analysis were percentage, mean, standard deviation, and PNI Modified .The research found that the team-based internal supervision system for the primary schools under the Office of the Basic Education Commission was composed of 4 main and 17 sub-components. Input consisted of 6 sub-components, process consisted of 6 sub-components, output and outcome had 3 sub-components, feedback consisted of 2 sub-components. The current conditions of supervision in elementary schools under the Office of Basic Education Commission, had to perform internal supervision at a moderate level. The desirable conditions of the team-based supervision were at most desirable level. There were six sub-systems have been developed. Following the use of the system, it was found that the supervision team gained an increased knowledge and ability in the internal supervision. All of the teachers of the two primary schools in the study acquired a better knowledge on the system. They also were better equipped with an ability to organize the instructional process more effectively than before. They had a better teaching behavior as well.

The objective of this research is to develop a program for enhancing ideal desirable characteristic of basic school administrators. An in-depth interview was done with experts. The opinions of school administrators, assistant school administrators, and teachers as the chiefs of academic work were found out. A total of 330 persons participated in this work. Questionnaire was used as instrument for collecting data from schools as well as Focus Group Discussion of the educational scholars. The experts were asked to evaluate the program. The program was tried out with the samples including 30 school administrators. The statistic used in this research included mean, standard deviation, Cronbach's Correlation Coefficient, Pearson Correlation Coefficient, the Priority Need Indicator (PNI Modified), and Independent t-test. The research implementation findings showed that the program for enhancing the ideal desirable characteristic of basic school administrators in Thailand consisted of 4 major factors: 1) Stewardship, 2) Empathy, 3) Building learning community, and 4) Foresight. In addition, the program used for enhancing the ideal desirable characteristic of basic school administrators showed that the participants had higher ideal desirable characteristic before development at .01 significant level. Moreover, they were able to organize their school management efficiently.