A Study of Components and Essential Requirements for Developing Leader Teachers in Schools under the Office of the Basic Education Commission in the Northeastern Region
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to study the components and essential requirements for developing leader teachers in schools under the Office of the Basic Education Commission in the Northeastern Region. Mixed-methods research was used, consisting of 2 phases: Phase 1: Study of the components of leader teachers in schools. Five experts were selected as key informants using purposive sampling according to the qualification. The research instrument was a leader-teacher component assessment form. The statistics used for data analysis were mean and standard deviations. And Phase 2: study of essential requirements for developing leader teachers in schools. The sample group included 397 high school teachers under the Office of the Basic Education Commission in the Northeastern Region using stratified random sampling. The research instrument consisted of a questionnaire. The statistics used for data analysis were mean, standard deviations and essential requirements analysis. The results revealed that 1) the elements of a leader teacher consisted of teamwork, student learning development, building partnerships with parents and communities, and professional development, and 2) the overall currents condition was at a high level, the overall desirable condition was at the highest level, the essential requirements for developing leader teachers were listed in descending order: (1) teamwork; (2) building partnerships with parents and communities; (3) professional development; and (4) student learning development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Barbara, B. L. & Lynne, S. (2016). Every teacher a leader: developing the needed dispositions, knowledge, and skills for teacher leadership. Thousand Oaks, California : Corwin, a Sage Company.
Chumnan, P. (2019). Development Team Work Guidelines for School under Chaiyaphum Provincial Administration Organization (Unpublished master’s thesis). Mahasarakham University, Mahasarakham, Thailand.
Doraiswamy, N., Wilson, G., Czerniak, C. M., Tuttle, N., Porter, K. & Czajkowski, K. (2022). Teacher leader model standards in context: Analyzing a program of teacher leadership development to contextual behaviours of teacher leaders. European Journal of Educational Management, 5(1),49-62. https:// doi.org/10.12973/eujem.5.1.49
Crowther, F., Ferguson, M. & Hann, L. (2008). Developing Teacher Leaders: How Teacher Leadership Enhances School Success. Thousand Oaks, CA. United States : Corwin (Sage).
Hengsomboon, N., Mangkang, P. & Aiemphaya, K. (2022). Teamwork Affecting Efficiency of School Management Under Secondary Educational Service Area Office 6. The Journal of Sirindhornparidhat, 23(2),186-200.
Isaac, S. & Michael, W. B. (1995). Handbook in Research and Evaluation. San Diego : EdITS.
Karlberg, M. & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4),624-641. https://doi.org/10.1080/19415257.2020.1712451
Kaufman, R. & English, F. W. (1981). Need assessment concept and application. (3rd ed.). New York : Education Technology.
Krejcie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement. 30(3),607-610.
Margaret, C. & Kathy, P. (2024). The Emerging Teacher Leader: Six Dynamic Practices to Nurture Professional Growth. Bloomington, IN : Solution Tree Press.
Miller, J. J. (2023). Teacher Leaders, Classroom Champions: How to Influence, Support, and Renew School Communities. Bloomington, IN : Solution Tree Press.
Nathan, B. (2014). The Power of Teacher Leaders: Their Roles, Influence, and Impact. New York : Routledge.
Northeastern Education Office. (2023). Northeastern Educational Development Plan (2023-2027). Udon Thani : Northeastern Education Office.
Office of the Education Council. (2017). National Education Plan 2017-2036. Bangkok : Phrik Wan Graphic.
Office of the National Economic and Social Development Council. (2019). Master Plan under the National Strategy (2018-2037). (2nd ed.). Bangkok : Office of the Prime Minister.
Phusoda, B. (2022). A Model Development of Learning Management Advance Towards Learner Quality of Sai-Ngam Pittayakom School. Journal of MCU Nakhondhat, 9(4),480-495.
Professional Crisis Management Association. (2023). The Teacher as the Classroom Behavioral Leader. Retrieved December 2023, from https://www.linkedin.com/pulse/teacher-classroom-behavioral-leader
Sancar, R., Atal, D. & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education. 101,103305. DOI: https://doi.org/10.1016/j.tate.2021.103305
Sangthongand, K. & Kumhom, N. (2022). Promote to Participation in Relationship Management Between Schools and Communities in Dipangkornwittayapat Watsoontornsatit Under Royal Patronage School. Journal of Roi Kaensarn Academi, 7(1),174-186.
Sinlarat, P. (2014). Characteristics of teacher leaders. Bangkok : Chulalongkorn University Printing House.
Sinlarat, P. et al. (2017). How to think about productivity, teach and create. (2th ed.). Bangkok : Chulalongkorn University Printing House.
Siriphinyawong, P. & Namwan, T. (2021) Developing Teamwork Guidelines of Teachers in Schools under The Secondary Educational Service Area Office Burira. Journal of Buddhist Philosophy Evolved, 5(2),100-112.
Sirisawat, T. (2011). 20599 Professional experience, Graduate Diploma in Curriculum and Teaching. Nonthaburi : Sukhothai Thammathirat Open University.
Srisaard, B. (2002). Basic research. (7th ed.). Bangkok : Suweeriyasan.
Sriwichairat, P. (2010). Teacher quality and educational quality. Bangkok : Catholic Education Council.
Teacher Leadership Exploratory Consortium. (2011). Teacher Leader Model Standards. Retrieved November 2023, from https://www.ets.org/pdfs/patl/patl-teacher-leader-model-standards.pdf
The Center for Great Teachers and Leaders. (2019). Teacher leadership Toolkit 2.0: Strategies to Build, Support, and Sustain Teacher Leadership Opportunities. American Institutes for Research. Retrieved November 2023, from https://gtlcenterorg/sites/default/files/GTL-TeacherLdrshipToolkit-508.pdf
Uchuphab. P. (2018). Education and the teaching profession. Bangkok : Chulalongkorn University Press.
Utah State Board of Education. (2021). The Roles of a Utah Teacher Leader A Guidebook for Defining and Elevating Teacher Leadership. Salt Lake City : Utah State Board of Education.
Wongwanit, S. (2019). Needs assessment research. (4th ed.). Bangkok : Chulalongkorn University Printing House.
Worakham, P. (2019). Educational research. (11th ed.). Mahasarakham : Taksila Printing.
Yangyuen, E. (2020). A Development of Parental Involvement Patterns on Homework Self-Responsibility Development of Early Childhood, Choomchon Ban Chang Keuang School. Journal of Teacher Professional Development, 1(1),21-31.