A Model for Developing Teacher Leadership on Instructional Management in Secondary Schools under the Regional Education Office No.11

Abstract

The purposes of this research were 1) To study the components of teacher leadership in learning management in secondary schools 2) To develop the teacher leadership development model in secondary school learning management, and 3) To evaluate the effectiveness of the teacher leadership development model in secondary school learning management. This research is a research and development. There are 3 phases of research, Phase I study the components of teacher leadership in learning management consisting of 3 stages: Stage I construction of Conceptual Framework, Stage II model Investigation, and Stage III confirmation of components and approaches for developing teacher leadership on instructional management. The survey was administered to the samples of 360 teachers secondary schools under the Regional Education Office No.11. Phase II developing a model for developing teacher leadership on instructional management consisting of two stages: Stage I construction of Conceptual Framework, Stage II model Investigation, and Stage III confirmation and approved the validity of the model by 10 professors. Phase III the experiment using the model consisting of two stages: Stage I concerned model implementation and, Stage II conclusion the sample group were 360 teachers in secondary schools under the Regional Education Office No.11 in phase I and 32 secondary school teachers in the phase III. The findings were as follows: 1. The teacher Leadership on Instructional Management in Secondary School teachers consist 3 components as follows, 1) transformational teacher leadership 2) curriculum development, and 3) learning management. 2. The teacher Leadership on Instructional Management model of teacher Leadership on Instructional Management in Secondary School teachers consist principles, objectives, contents, processes, media and learning resources, and measurement and evaluation. There were 4 stages of the model development process as 1) Training workshop, 2) practice in actual setting, 3) Professional learning community, and 4) supervision, monitoring and evaluation. 3. The effectiveness of the developed model can be examined as follow after the intervention, the development of teacher leadership was at a high level and had the percentage progress of 13.92.