The Model of Development for Academic Leadership of Teachers under the Office of Roi Et Primary Educational Service Area 2

Abstract

Background and Aims: Academic leadership of teachers refers to the professional behaviors exhibited by teachers that demonstrate advanced and up-to-date academic knowledge, as well as continuous self-improvement through seeking, learning, and acquiring new knowledge. These behaviors also include the ability to impart this knowledge to students or share and exchange learning with colleagues and others. Therefore, the objectives of this research are as follows: 1) to study the components and indicators of academic leadership of teachers. 2) to study the current situation, desirable condition and priority needs of academic leadership of teachers. 3) create a model of development for the academic leadership of teachers. 4) to study the results of using the model of development for academic leadership of teachers.

Methodology: The research was divided into four phases: Phase 1: Study of components and indicators of academic leadership of teachers. A group of 9 key informants was involved to verify and confirm the components and indicators. Phase 2: Study of the current condition, desired condition, and priority needs for academic leadership of teachers. The sample group consisted of 385 school administrators and teachers. The research tool was a questionnaire with an overall reliability of .79. Data were analyzed using mean and standard deviation. Phase 3: Creation and create a model of development for academic leadership of teachers. A group of 12 key informants was involved to evaluate the suitability, feasibility, and usefulness of the model. Phase 4: Study of the results of the implementation of the model of development for academic leadership of teachers. The target group is 19 teachers in schools under the Office of Roi Et Primary Educational Service Area 2.

Results: 1. The components and indicators of academic leadership for teachers: There are 4 components: Being a role model in teaching, Student Development, Professional teaching skills, and Participation in educational quality improvement. 2. The overall current state has an average rating at a high level. The overall desired state has an average rating at the highest level. The priority needs index is ranked from highest to lowest as follows: Student development, Professional teaching skills, Participation in educational quality improvement, and Being a role model in teaching. 3. The model of development for academic leadership consists of 4 modules,  Module 1 student development, Module 2 professional teaching skills, Module 3 participation in educational quality improvement, and Module 4 being a role model in teaching. The overall evaluation of the model’s suitability, feasibility, and usefulness has an average rating at the highest level. 4. Results of using the model: The overall implementation of the model based on the indicators is at the highest level. The satisfaction evaluation of the experimental group using the model shows the highest level of satisfaction overall.

Conclusion: Academic leadership of teachers is considered crucial for advancing academic leadership in line with professional standards and promoting teachers as global professionals. Academic leadership of teachers reflects the collaborative efforts of teachers in fostering collective learning and mutual knowledge exchange. It involves creativity in teaching and learning practices, leading to real-world application in schools. This process contributes to the improvement of student learning and positions teachers as leaders in teaching and learning. The key components of academic leadership of teachers include: 1) student development, 2) professional teaching skills, 3) participation in educational quality improvement, and 4) being a role model in teaching.