Creative Leadership of the Ekathotsarot Committee under Phitsanulok–Uttaradit Secondary Educational Service Area Office

Abstract

Background and Aims: Creative leadership of school administrators is a crucial factor in driving school development to align with the changes in 21st-century society. Administrators with creative leadership can initiate new ideas, promote visionary practices, and foster an open and flexible learning atmosphere within their institutions. The objectives of this study were (1) to examine the creative leadership of school administrators in the Ekatosarot Committee under the Secondary Educational Service Area Office Phitsanulok–Uttaradit, and (2) to explore guidelines for developing their creative leadership.

Methodology: This study employed a quantitative research approach. The population and sample consisted of 65 school administrators and teachers in the Ekathotsarot Educational Network under the Secondary Educational Service Area Office Phitsanulok–Uttaradit. The sample size was determined using Taro Yamane’s table. The research instruments used for data collection were a questionnaire and a structured interview. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and content analysis.

Results: 1) The overall level of creative leadership among school administrators in the Ekathotsarot Educational Network under the Secondary Educational Service Area Office Phitsanulok–Uttaradit was found to be high. When considering each aspect, the highest mean score was for teamwork in knowledge exploration, followed by collaboration in problem-solving, while the lowest was for the use of questioning. 2) The guidelines for developing creative leadership among school administrators in the Ekathotsarot Committee under the Secondary Educational Service Area Office Phitsanulok–Uttaradit are as follows: (1) Administrators should encourage and support teachers to participate in research, inquiry, and experimentation with new teaching innovations.
(2) Administrators should provide opportunities for teachers to actively participate in problem analysis and shared decision-making. (3) Administrators should create a clear and motivating shared vision. (4) Administrators should foster an open and transparent working environment. (5) Administrators should promote reflection and collaborative learning among staff. (6) Administrators should establish a continuous monitoring and evaluation system for operational performance.

Conclusion: School administrators with creative leadership can effectively promote collaboration, analytical thinking, and the creation of educational innovations. The new knowledge derived from this research is a set of guidelines for developing creative leadership that emphasize participation, open communication, and collaborative learning within the organization to enhance the quality of educational administration in the 21st century.