Developing Leadership among Basic Education Teachers : Lessons for Educational Administration in the 21st Century

Abstract

          In the 21st century, education systems around the world are facing rapid sociocultural, economic, political, and technological transformations driven by globalization, the digital revolution, cross-border labor mobility, and the United Nations’ Sustainable Development Goals (SDGs). These dynamics highlight the urgent need for schools to equip learners with competencies that meet future challenges. Within this context, teachers in basic education are no longer mere transmitters of knowledge; they are expected to serve as learning leaders and change agents who can inspire students, design authentic learning experiences, and cultivate 21st-century skills.

           This article aimed to analyze and synthesize approaches for developing teacher leadership in basic education by integrating international leadership theories with the Thai educational context. The proposed framework highlights four dimensions of teacher development: (1) Learning Leader Development, (2) Professional and Ethical Competency, (3) Organizational Learning Culture, and (4) Collaborative Leadership. In parallel, it presented four systemic implications for educational administration at the levels of educational policy, school leadership, teacher professionalism, and community/international collaboration.

           The contribution of this article lies in reaffirming teacher leadership as a strategic driver of student achievement and educational quality in Thailand. It provides both theoretical and practical insights, offering policy and administrative directions to support teachers in evolving from mere “instructors” to genuine “leaders of learning.”