???????????????????????????????????????????? ????????????????????????????????????????????????? ??? 1

Abstract

This research aims to: 1) examine the level of academic administration in Islamic education, 2) compare the levels of Islamic education academic administration in public schools, categorized by school size, and 3) delineate guidelines for the development of the academic administration of Islamic education in public schools under Pattani Primary Educational Service Area Office 1. The target group consists of six school administrators selected through purposive sampling. The sample group includes 218 participants, comprising school administrators, academic heads, and Islamic education teachers, selected through simple sampling. The statistics used for data analysis include percentage, mean, standard deviation, and F-test.The research findings revealed that:1. The academic administration of Islamic education in public schools under Pattani Primary Educational Service Area Office 1 was overall rated at a high level. When considering the specific aspects with the highest average scores, the top three were: the development of learning management processes, which had the highest average, followed by assessment, evaluation, and academic credit transfer, and the development and promotion of new learning resources, respectively.2. A comparison of the academic administration of Islamic education in public schools under Pattani Primary Educational Service Area Office 1, categorized by school size, showed no significant differences.3. Guidelines for the Development of Islamic Education Academic Administration in Public Schools under Pattani Primary Educational Service Area Office 1 are as follows. Curriculum Development: Schools should review and update the Islamic education curriculum annually through an analysis of the curriculum�s implementation and its relevance. Teaching and Learning Process Development: Teachers should be encouraged to create up-to-date lesson plans that can be integrated with other subjects to enhance interdisciplinary learning. Development and Use of Educational Media and Technology: Schools should promote and support budget allocation, knowledge development in creating Islamic educational media, and internet access within schools to enhance the use of technology in Islamic education. Assessment, Evaluation, and Credit Transfer: Administrators and teachers should be trained to improve their knowledge and understanding of assessment and evaluation processes to facilitate credit transfers based on Islamic education standards for certification. Internal Quality Assurance and Educational Standards: Schools should implement a serious and continuous plan for internal quality assurance in line with educational standards to improve academic achievement. Development and Promotion of New Learning Resources: Schools should establish new Islamic education learning resources and ensure there are sufficient laboratories for practical Islamic education. Research for Educational Quality Improvement: Islamic education teachers should receive training in classroom-based research and should be supported in conducting research for the Professional Assessment (PA) of civil service teachers. Internal Supervision within Schools: Knowledge of effective supervision should be provided, utilizing a collegial supervision model, and regular meetings for planning supervision should be conducted continuously.????????????????????????? 1) ????????????????????????????????????????????? 2) ????????????????????????????????????????????????????????????????? ??????????????????????? ??? 3) ???????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????? ??? 1 ???????????????? ?????????????????? ????? 6 ?? ??????????????????????????? ????????????????? ??????????????? ?????????????? ????????????????? ????? 218 ?? ????????????????????????? ????????????????????????????????????? ????????? ????????? ???????????????????? ?????????????? (F-test) ???????????????1) ???????????????????????????????????????????? ????????????????????????????????????????????????? ??? 1 ???????????????????????????????? ??????????????????????????????????????? 3 ?????? ????? ???????????????????????????????? ????????????????? ??????? ????????????? ????????????????????????????????? ??????????????????????????????????????????? ???????? 2) ??????????????????????????????????????????????????????????????????????????????????????????????????????????? ??? 1 ??????????????????????? ????????????? 3) ???????????????????????????????????????????????????????????? ????????????????????????????????????????????????? ???1 ????????????????????????????? ??????????????????????????????????????????????? ?????????? ???????????????????????????????????????????? ???????????????????????????????? ????????????????????????????????????????????????????????????????????????????????? ?????????????????????? ?????????????????????? ???????????? ??????????????????????????? ?????????????????????????????????????? ?????????? ????????????????????????????????? ??????????????????????????????????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ???????????????????????????????????????? ???????????????????????????????????????? ????????????????????????????????????????????????????????????????????????? ???????????????????????????????????? ????????????????????????????????????????????????????????????? ?????????????(?PA)??????????????? ?????????????????????????? ???????????????????????????????????????????????????????????????????????????? ???????????????????????????????????????????