AN ACADEMIC LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY TO AFFECTING STUDENT-CENTERED INSTRUCTION OF TEACHERS UNDER THE NAKHON SI THAMMARAT MUNICIPALITY

Abstract

     The objectives of this research were 1) to study the 21^st-century academic leadership of school administrators 2) to examine teachers' learner-centered instructional management 3) to analyze the impact of 21^st-century academic leadership on learner-centered instructional management and 4) to establish guidelines for developing 21^st-century academic leadership that enhances learner-centered instruction. The sample group consisted of 211 school administrators and teachers under the Nakhon Si Thammarat City Municipality. The research instruments included questionnaires and in-depth interviews. Data were analyzed using Mean (), Standard Deviation (S.D.), T-Test, and content analysis.

The results indicated that;

1. The overall 21^st-century academic leadership of school administrators was at a high level, with "Creativity" achieving the highest mean score.


2. Regarding teachers' learner-centered instructional management, "Positive Classroom Management" earned the highest mean score.


3. The analysis of instructional leadership affecting learner-centered instruction showed that Creativity, Innovative Thinking, and Interaction Building were positively correlated at .01 significance level. Furthermore, these factors could predict the effectiveness of learner-centered instruction by 72.30%.


4. Administrators must have a vision for setting policies and promoting the use of technology to support student-centered teaching. They must focus on supervision, teacher professional development, and fostering a team-based work environment to enhance the effectiveness of learning management, enabling teachers to effectively develop students' 21^st-century skills.