THE DEVELOPMENT OF LEADERSHIP INDICATORS TO STRENGTHEN ACTIVE LEARNING MANAGEMENT OF TEACHERS UNDER THE OFFICES OF PRIMARY EDUCATIONAL SERVICE AREA IN THE NORTHEAST OF THAILAND

Abstract

This research aims to: 1) To develop indicators of leadership to enhance teachers’ active learning management of teachers under the jurisdiction of the Northeastern Primary Educational Service Areas, and 2) Examine the congruence of the structural equation model of leadership indicators for enhancing active learning management with empirical data. The study population consisted of school administrators and teachers affiliated with primary educational service area offices in Northeastern Thailand. Data were collected using a five-point Likert scale questionnaire, which had a reliability coefficient of 0.84. A total of 760 samples were selected through multi-stage random sampling. The data were analyzed using both descriptive and inferential statistics via the LISREL program. The findings were as follows: 1) The leadership indicators for enhancing active learning management among teachers in the Northeastern Primary Educational Service Areas consisted of four main components: (a) vision for active learning management, (b) a challenge-seeking personality, (c) motivation for teachers, and (d) competency skills. The indicators met the criteria for suitability, with mean scores equal to or greater than 3.00 and a coefficient of variation equal to or less than 20%, which met the predetermined criteria. 2) The developed structural equation model was consistent with the empirical data (χ² = 85.43, df = 68, p = 0.75). All core components had statistically significant structural weights above the specified threshold at the 0.01 level. Furthermore, the model exhibited high construct reliability and an average extracted variance of 0.90, indicating the appropriateness and validity of the developed model.