Developing a Program to Strengthen Instructional Leadership of Teachers under the Roi-Et Primary Educational Service Area Office 2
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Abstract
This research is significant for enhancing teacher quality, focusing on the development of academic leadership. The study found that the current level of academic leadership among teachers under the Office is generally moderate, which is considerably lower than the desired level. Therefore, developing a program is an urgent necessity to address this gap and strengthen teachers’ academic capabilities. The objectives of the research are as follows: This study aimed (1) to investigate the current conditions, desired conditions, and needs for developing a program to enhance teachers’ academic leadership under the Office of Roi Et Primary Educational Service Area 2, and (2) to develop such a program. A mixed-methods design was employed across two phases. Phase 1 assessed current and desired conditions and identified development needs using data from 304 administrators and teachers selected through multi-stage random sampling. Phase 2 focused on program development, drawing on insights from three best-practice teachers and five experts. Research instruments included five-point Likert scale questionnaires with strong validity (0.80–1.00), high discrimination (0.459–0.914), and excellent reliability (0.980–0.985). Data were analyzed using descriptive statistics. Findings revealed four components of teachers’ academic leadership across 30 indicators: instructional role modeling (7 indicators), participation in development (7 indicators), self-development and peer development (8 indicators), and student development (8 indicators). All components were rated as highly appropriate. The current conditions of teachers’ academic leadership were at a moderate level, while desired conditions were at the highest level. Priority needs indicated that self-development and peer development required the most urgent attention, followed by student development, participation in development, and instructional role modeling. The developed program comprised seven elements: program principles, goals, objectives, content, methods, instructional media, and assessment procedures. The content included four modules—Instructional Role Modeling, Participation in Development, Self-Development and Peer Development, and Student Development—totaling 72 hours. Experts evaluated the program’s overall appropriateness and feasibility at the highest level, with all individual aspects rated similarly.
Keywords: Academic Leadership, Development Program, Office of Primary Educational Service Area
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