COMPONMENTS OF DEVELOPING TEACHER LEADERSHIP IN TEACHING UNDER THE VOCATIONAL EDUCATION INSTITUTION

Abstract

The objectives of this research were: 1) To study the components and indicators of leadership development in teaching management among instructors under Vocational Education Institutions, and 2) To analyze and verify the construct validity of the components of leadership development in teaching management. The study employed a mixed-methods approach (Mixed Methodology) consisting of three stages: 1) Reviewing related literature, previous studies, and conducting interviews with nine experts to synthesize the preliminary indicators; 2) Conducting an Exploratory Factor Analysis (EFA) using data obtained from 210 administrators and instructors under Vocational Education Institutions; and 3) Performing a Confirmatory Factor Analysis (CFA) using data collected from 210 department heads in vocational education institutions. The research instruments consisted of a semi-structured interview and a five-point Likert scale questionnaire. The reliability of the instruments was verified using Cronbach’s Alpha is 0.86, which was greater than 0.70, indicating a high level of reliability. The results revealed that: 1) There were 30 indicators of leadership development in teaching management among instructors under Vocational Education Institutions, with 28 of them identified as significant; 2) The EFA identified five major components: Application of Digital Technology (ADT), Promotion of Learning Management (PLM), Desirable Leadership Traits (DLT), Leadership in Communication (LIC), and Creative Thinking Skills (CSK); and 3) The CFA indicated that the data exhibited a clearly defined single latent construct, requiring a unidimensional analysis. The significant indicators within each component met the standard factor loading criteria, consisting of four indicators for ADT, four for PLM, three for DLT, two for LIC, and four for CSK.