A Model for Developing Instructional Leadership of Administrators in Buddhist Scripture Schools under General Education Division in the Northeast

Abstract

The purposes of this research were to 1) examine the components of instructional leadership of administrators in Buddhist Scripture Schools under General Education Division in the Northeast, 2) establish a model for developing instructional leadership of administrators in Buddhist Scripture Schools under General Education Division in the Northeast, and 3) evaluate the developed model. The samples, obtained through multi-stage Random sampling technique, were 134 administrators of Buddhist Scripture Schools under General Education Division Groups 7 to 11 in the Northeast, in the academic year 2013. The research tools consisted of 1) A handbook for model application and documents containing relevant materials on instructional leadership development of administrators, and 2) questionnaires examining the components of instructional leadership. The statistical analysis involved percentage, mean, and standard deviation. The findings were as follows: 1. The components of instructional leadership of administrators of Buddhist Scripture Schools under General Education Division in the Northeast involved five key components with 13 sub-components and 60 indicators as follows: 1) ten indicators of vision, goal and mission of learning, 2) 13 indicators of curriculum and Instruction administration, 3) 13 indicators of learning atmosphere promotion, 4) 12 indicators of personnel development, and 5) 12 indicators of learners’ development. 2. The developed model comprised 1) principles, 2) objectives, 3) contents, 4) processes, and 5) measurement and evaluation. 3. The effects after the model implementation revealed that the administrators of Buddhist Scripture Schools under General Education Division in the Northeast progressed in terms of instructional leadership at a percentage of 69.28. The developed model was appropriate, as a whole, at the highest level (= 4.68).