SYSTEMIC STUDENT LEADERSHIP DEVELOPMENT FOR ENHANCING LEARNER QUALITY: A CONCEPTUAL FRAMEWORK FOR SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Abstract

Student leadership development is an important approach to enhancing learner quality in the twenty-first century, as it promotes analytical thinking, decision-making, communication, collaboration, and social responsibility. However, most school initiatives are implemented as isolated activities or projects without systematic connections to policies, curricula, learning management, support systems, and evaluation. This academic article aims to: 1) Synthesize knowledge concerning student leadership development, systemic development, and learner quality enhancement 2) Propose an academic conceptual framework for schools under the Secondary Educational Service Area Office Nakhon Si Thammarat. A content synthesis was conducted using books, academic textbooks, research articles, research studies, and policy documents from Thailand and other countries. The synthesis indicated that student leadership development should be implemented as a systemic, school-based approach that promotes holistic learner development through participation, practical action, decision-making, responsibility, and reflection on authentic experiences. This synthesis resulted in the SSSLE Framework (Systemic School-Based Student Leadership Evaluation Framework), comprising five interrelated components: 1) System Inputs,
2) Student Leadership Development Process, 3) Supporting System, 4) Learner Outcomes, and 5) Evaluation and Continuous Improvement. Feedback from the evaluation process is used to improve all components of the system. Based on the synthesis, schools should establish student leadership development as a shared mission and integrate it into educational quality development plans, curricula, learning management, and student development activities. Schools should also strengthen teacher capacity, support systems, indicators, and authentic assessment practices.
The new value of the proposed framework lies in transforming student leadership development from fragmented activities into an integrated and continuous development system in which evaluation serves as a mechanism for improving learner quality.