A Model for the Development of Learning Leadership of the School Administrators Under the Secondary Educational Service Area Office
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Abstract
The research article consisted of the following objectives: 1) to study the learning leadership of school administrators; 2) to create a model for the development of learning leadership of school administrators; 3) to experiment a model for the development of learning leadership of school administrators; and 4) to evaluate a model for the development of learning leadership of school administrators under the secondary educational service area office. The study applied mixed-methods research by studying related documents and research words, interviewing with 81 school administrators under the secondary educational service area office 29. The research instrument for data collection was a questionnaire. The acquired data were analyzed by means of frequency, percentage, mean, and standard deviation (S.D.) The results of the research are found that most school administrators have experiences in school administration for 6-10 years (46.67%), obtain a Master’s degree (73.33%), currently hold a position of school administrator (86.67%). A model for the development of learning leadership of school administrators comprises 6 main components: 1) On promoting professional learning community consists of 4 components and 11 indicators; 2) On building shared vision consists of 4 components and 12 indicators; 3) On teamwork consists of 4 components and 14 indicators; 4) On the use of technology for work implementation consists of 4 components and 14 indicators; 5) On transformational leadership consists of 4 components and 16 indicators; and 6) On creative thinking consists of 4 components and 14 indicators. The evaluation results of a model for the development of learning leadership of school administrators are found to have propriety at a high level (x̄ = 4.10), feasibility at a high level (x̄=4.15), and utilization at a high level (x̄=4.08). When considering the overall model, it is found to be at a high level (x̄=4.11).
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