PROPOSED POLICY FOR DEVELOPING LEARNING LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE DISRUPTIVE ERA AFFECTING SCHOOL EFFECTIVENESS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE IN THE SOUTHERN REGION

Abstract

This research aimed to 1) Examine the components of learning leadership among school administrators in the disruptive era under the Secondary Educational Service Area Office in the southern region of Thailand, 2) Develop and validate a causal relationship model of learning leadership affecting school effectiveness, and 3) Propose a policy for developing learning leadership of school administrators in the disruptive era affecting school effectiveness under the Secondary Educational Service Area Office in the southern region.The study adopted an explanatory sequential mixed methods design, conducted in three phases. The first phase involved qualitative research through in-depth interviews and content analysis of data collected from 7 purposively selected experts to identify the core components of learning leadership. The second phase utilized quantitative research to validate the proposed causal model. Data were collected using questionnaires from 811 school administrators and teachers in the region using multi-stage random sampling and analyzed with descriptive and inferential statistics to test the hypotheses. The third phase consisted of a focus group discussion with nine experts, followed by content analysis and descriptive statistics to propose policy The results revealed that learning leadership among school administrators in the disruptive era comprised six core components: Team Learning, Self-Directed Learning, Integration of Diversity, Environmental Management to Enhance Learning, Creativity, and Adopting of Advanced Technology to the Workplace. The analysis of the causal relationship model of learning leadership (SEM) demonstrated acceptable model fit indices, indicating that the model fits the empirical data well. The results of this study were used to develop a proposed policy aimed at systematically strengthening the learning leadership capabilities of school administrators in the disruptive era. This policy is intended to enhance the effectiveness of schools under the Secondary Educational Service Area Office in the southern region, ultimately contributing to a more efficient educational system.