A MODEL OF TEACHER LEADERSHIP DEVELOPMENT IN LEARNING MANAGEMENT BASED ON PHILOSOPHY OF SUFFICIENCY ECONOMY IN EDUCATIONAL OPPORTUNITY EXTENSION SCHOOLS IN THE AREA OF RESPONSIBILITY OF THE OFFICE OF EDUCATION SECTOR 11

Abstract

This research aims to 1) study the components of teacher leadership in management, learning according to the philosophy of economics, in schools sufficient, expand educational opportunities 2) study the need for the development of teacher leadership in management. Learning according to the philosophy of economics, sufficient 3) create and Develop a model for the development of teacher leadership in management, learning according to the philosophy of economics, sufficient 4) Find the effectiveness of the model of teacher leadership development in the management of learning according to the philosophy of economics, self-sufficient sample group is a school teacher, expanding educational opportunities In the jurisdiction of the Office of Education Region 11 A total of 370 people use multi-stage randomization. The instruments used include interviews, questionnaires and assessments. The results of the research show that the teacher's leadership element in managing learning according to the philosophy of business is sufficient. In schools, educational opportunities are expanded as follows: 1) Development of learning units Learning in the institution's curriculum has the necessary requirements. 0.27 2) Integration of economic philosophy in learning management. Necessary requirements 0.29 3) As a good model for life Valuable 0.30 and 4) Development Self and colleagues Necessary requirements 0.34 The development model of teacher leadership in management, learning according to the philosophy of economics, in schools suffice, expanding educational opportunities are as follows: 1) principle 2) goal 3) content 4) process 5) media and sources learning and 6) measurement and evaluation Based on the results of the model, it was found that the teachers of the school expanded educational opportunities, had 88.41 percent cognition after the experiment, and the results of self-assessment of participants. With an average increase of 0.88