The Development Model of Teacher Servant Leadership Under Mahasarakham Primary Educational Service Area Office 1

Abstract

Background and Aims: A teacher with a servant leadership approach is an individual who strives to achieve goals through actions that prioritize student development. This approach places students as the top priority, providing opportunities for their growth and success. The teacher is supportive, fostering, and encouraging each student to develop according to their potential. Therefore, the objectives of this research are as follows: 1) to study the components and indicators of servant leadership of teachers. 2) to study the current situation, desirable condition and needs assessment of servant leadership of teachers. 3) create a model for developing servant leadership of teachers. 4) to study the results of using the servant leadership development of teachers.

Methodology: The research was divided into four phases: Phase 1 studied components and indicators of servant leadership of teachers. The key informant group was 7 experts to confirm the components and indicators. Phase 2) studied the current situation, desirable condition and needs assessment of servant leadership of teachers. The sample group consisted of 297 school administrators and teachers. The research tool was a questionnaire with a reliability of .93. Data were analyzed by means and standard deviation Phase 3 created a model for developing servant leadership of teachers. The key informant group was 6 experts to study best practices and 9 experts to confirm the model by connoisseurship. Phase 4 studied the results of using the servant leadership development of teachers. The target groups were 20 teachers.

Results: 1. The components and indicators of servant leadership of teachers, consisted of 5 components, Including 1) Building trust 2) Foresight 3) Commitment to the growth of people 4) Value people 5) Building community. 2. The overall current condition is at a high average level. The overall desirable condition was at the highest mean level. The Needs assessment was ranked from highest to lowest as follows: 1) Building trust 2) Foresight 3) Commitment to the growth of people 4) Value people 5) Building community. 3. The development format consists of 5 modules: Module 1 Building Trust, Module 2 Foresight, Module 3, Commitment to the Growth of People Module 4Value People, Module 5 Building Community. The overall assessment results indicate that the appropriateness, feasibility, and benefits of the format are at the highest level. 4. The results from using Format 1) The overall assessment of the leadership service-oriented teacher in terms of changes in leadership levels, the average level is the highest in all aspects, with the highest average result level. 2) Satisfaction with the use of formats has the highest average level.

Conclusion: Teacher-servant leadership fosters mutual acceptance within the organization, promotes unity, and encourages collaboration, as everyone is instilled with a sense of service toward one another. This creates a positive atmosphere, leading to love and solidarity within the organization. The key components of this leadership approach are: 1) valuing people, 2) building a community, 3) commitment to the growth of people, 4) foresight, and 5) building trust.