This research aimed to: 1) investigate the problem states and effectiveness of academic affairs management in schools, 2) compare perception towards the problems, states and effectiveness of academic affairs management in schools classified by variables on  stakeholders and school size, and 3)  establish the guidelines for developing school academic affairs management. The samples of this research were 123 schools under the Office of Sakon Nakhon Primary Educational Service Area 1 in the academic year 2013, obtained through stratified random sampling on school size differences. The instrument used in this study was a questionnaire. Data were analyzed by a statistical software.

The findings were as follows:

1. The problem states of school academic affairs management, as a whole, were at a moderate level.

2. The effectiveness of school academic affairs management was at  a high level in general.

3. The perception of school academic affairs management among the school administrators, teachers and chairs of school boards from different school groups toward the problem states of school academic affairs management was,  as a whole, significantly different at the .01 level.

4. The problem states of school academic affairs management as perceived by the school administrators, teachers and chairs of school boards from the different school size showed no significant differences as a whole.

5. The perception of the school administrators, teachers and chairs of school boards from different school groups toward the effectiveness of school academic affairs management was, in general, different at the .01 level of significance.

6. The perception of the school administrators, teachers and chairs of school boards from the different school size toward the effectiveness of school academic affairs management significantly differed at the .01 level in general.

7. The guidelines of the development on the school academic affairs management included six aspects as follows: 1) school instructional management, 2) school curriculum development, 3) learning procedure development, 4) development and promotion of learning resources, 5) regulations on school academic affairs management, and 6) selection of textbooks used in schools.