GUIDELINES FOR DEVELOPMENT ACADEMIC LEADERSHIP ROLES OF SCHOOL ADMINISTRATORS UNDER THE LOCAL ADMINISTRATIVE ORGANIZATIONS IN PHRANAKHON SI AYUTTHAYA

Abstract

The purposes of this research were 1) to study academic leadership roles of school administrators under the local administrative organizations; 2) to purpose guidelines for development in academic leadership roles of school administrators under the local administrative organizations. The questionnaire and interviews were applied as a research instrument for data collection. The data was collected by questionnaire from 181 government teachers under the local administrative organizations which were selected through stratified random sampling and analyzed by using mean and standard deviation. The interview data was collected by purposive sampling of 5 school directors under the local administrative organizations in Phra Nakhon Si Ayutthaya.

            The results from questionnaire found that the overall academic leadership roles of school administrators under the local administrative organizations were at a high level. When considered in each aspect, all aspects were at high level and were sorted in descending order; high expectation role, teacher professional development role, corporate culture and learning environment role, evaluating the performance of teachers working role, curriculum management role, team building role, and vision role. The interview data was analyzed and found that the guidelines for development of academic leadership roles of school administrators under the local administrative organizations were as follows: 1) the evaluation role: the school administrators must equip with knowledge of all job functions and give advice to teachers on all matters; 2) the corporate culture and learning environment role: the school administrators developed appropriate model of community resources utilization for students’ interest; 3) the curriculum management role: the school administrators should hold a meeting to help teachers understand the curriculum before use; 4) the high expectation role: the school administrators should give importance to value and encourage teachers to create academic works for the public; 5) the evaluating development of the performance of teachers role:  the school administrators should have instructional supervision including inquiring about the needs of teachers for teaching development matched the strong and weak points of themselves; 6) the vision role: the school administrators should establish simple and practical policies; and 7) the team building role: the school administrators should provide good working environment. Results from this study will be useful for school administrators in knowledge creation for self-development of academic leadership roles.