The 21st - century learning leadership development guidelines of administrators in schools under the secondary educational service area office Nakhon Phanom

Abstract

This study aims to explore approaches for developing 21^st - century learning leadership among school administrators under the Nakhon Phanom Secondary Educational Service Area Office. The sample- consisted of 320 school administrators and teachers from the same office during the academic year 2024, selected through multistage sampling. The research instrument was a five-point rating scale questionnaire. The content validity for the current state section was 1.00, with discrimination values ranging from 0.39 to 0.99 and a reliability coefficient of 0.99. For the desired state section, the content validity was also 1.00, with discrimination values ranging from 0.46 to 0.95 and a reliability coefficient of 0.99. Data analysis included mean, standard deviation, and the Priority Needs Index (PNI_modified). The research findings were as follows: 1) The overall current state of 21^st century learning leadership among school administrators was at a high level (   = 4.39, S.D. = 0.50), while the desired state was at the highest level (   = 4.83, S.D. = 0.32). 2) The overall priority needs index (PNI_modified) for developing 21^st century learning leadership among school administrators was 0.100. When analyzed by aspect, creativity had the highest PNI_modified value, while learning innovation development had the lowest PNI_modified value. 3) The development approach for 21^st-century learning leadership among school administrators comprised three aspects and 18 strategies, specifically: six strategies for creativity, six strategies for team learning, and six strategies for integration. The overall suitability was at the highest level (   = 4.57, S.D. = 0.27), and feasibility was at a high level ( = 4.08, S.D. = 0.43).