THE DEVELOPMENTAL PROGRAM TO ENHANCE ACADEMIC LEADERSHIP OF TEACHERS IN SMALL – SIZE SCHOOLS UNDER YASOTHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

                The current study aimed to study on the two main following purposes 1) to explore the current and desirable conditions of the academic leadership of teachers in small – size schools ; and 2) to develop a program to promote academic leadership of teachers in small – size schools under Yasothon Primary Educational Service Area Office 2. Indeed, the process of this study included two levels. Firstly, it was the investigation of the current state, desirable state, and needs assessment of the academic leadership of teachers in small – size schools. A total of 270 teachers from small – size schools under Yasothon Primary Educational Service Area Office 2 participated through stratified random sampling and were asked to do a questionnaire and evaluated the suitability and feasibility of the program by five experts. The instruments used required an interview form and assessment form. The statistical analysis included percentage, mean, standard deviation and PNI_Modifed

          The results of the current study revealed that: The current state of the academic leadership of teachers in a small – size schools was typically a degree of medium (  = 3.36). Also, the desirable state of the academic leadership of teachers in a small – size schools was the strongly highest degree (  = 4.74). Overall, the need sequence in the developmental program of academic leadership of teachers for a small – size schools under the Office of Yasothon Primary Educational Service Area 2, necessitated higher on leadership and teaching styles, student development, self – development and colleagues, and participation in development, respectively. The academic leadership enhancement program for teachers in small – size schools under the Office of Yasothon Primary Educational Service Area 2, consisted of the following components: 1) program objectives, 2) content, 3) activities, 4) tools, and 5) measurement and evaluation and additionally, program content included module 1 leadership and teaching model, module 2 participation in development, module 3 self – development and colleagues, and module 4 student development. The methods of development were self – education, training, and study excursion. The suitability and feasibility of the program, evaluated by five experts, revealed a suitably reliable and high level of possibility.