A Model for Developing Integrative Leadership of Teachers in the Primary Schools Under the Office of Education Region 11

Abstract

The purposes of this research were to 1) study the components of integrative leadership of teachers, 2) create and develop an integrative leadership development model for teachers in primary schools, and 3) find the effectiveness of the integrative leadership development model for teachers in primary schools. This research was a research and development by using mix method. There are 3 phases of research. Phase 1 studied the components of integrative leadership of teachers. Samples were 393 teachers. Compositions were confirmed by Factor analysis and Structural Equation Modeling Analysis (SEM). Phase 2 created and developed a model for developing integrative leadership of teachers and approved the validity of the model by 10 experts. Phase 3 experiment using the model for developing integrative leadership of teachers. The samples were 30 teachers. The findings were as follows: 1. The integrative leadership of primary school teachers consisted of 5 components as follows, 1) curriculum development, 2) learning management, 3) technology integration skills, 4) relation building and participation and 5) measurement and evaluation. The suitability of all 5 components were KMO = 0.949. Bartlett’s test of sphericity was statistically significant at 0.05 level. The results of data analysis were 2 = 1956.161, P-value = 0.001, CFI = 0.987, RMSEA = 0.016, NFI = 0.877, and TLI = 0.984. That showed the observed variables were able to measure the external variables of the integrative leadership of teachers. 2. The model of integrative leadership development of primary school teachers consisted of 1) principles, 2) objectives, 3) processes, 4) content, and 5) measurement and evaluation. There were 4 stages of the model development process as 1) training workshop, 2) professional learning community, 3) practice in actual setting, and 4) supervision, monitoring and evaluation. 3. The results of effectiveness of the integrative leadership development model of primary school teachers can be examined as follow, after the intervention, the teachers’ leadership behaviors ( = 4.56) was higher than pre-intervention behaviors ( = 2.91). And development assessment results of of the integrative leadership of teachers ( = 4.66), compared with post-intervention behaviors, were higher ( = 4.56) and the percentage of progression was 2.19%.