DEVELOPING TEACHER LEADERSHIP FOR LEARNING MANAGEMENT IN THE DIGITAL ERA OF MATTHAYOM WARITCHAPHUM SCHOOL

Abstract

The purposes of this research aimed to examine the components, needs assessment, development guidelines, and outcomes of teacher leadership development for learning management in the digital era at Matthayom Waritchaphum School. This study employed Participatory Action Research (PAR) conducted through two cycles, each comprising four stages: Planning, Action, Observation, and Reflection. The target research site was Matthayom Waritchaphum School, located in Sakon Nakhon Province. The research participants consisted of 46 teachers. The informants included 92 participants including 3 school administrators, 1 head of the academic affairs department, 8 heads of learning areas, and representatives of students and students’ parents, with 40 participants from each group. The findings were as follows: 1) The components of teacher leadership for learning management in the digital era comprised: 1.1) Digital skills and competencies, 1.2) Learning design in the digital era, 1.3) Learning innovation development, 1.4) Self-development, professional development, and peer development, 1.5) Curriculum development and learning management, 1.6) Transformational teacher leadership, and 1.7) Classroom management and student development. 2) The priority needs assessment, identified the top three areas as: digital skills and competencies (PNI_modified = 0.097), learning innovation development (PNI_modified = 0.078), and learning design in the digital era (PNI_modified = 0.076). 3) The proposed development approaches included: 3.1) Workshop, 3.2) On-the-job development, 3.3) Self-directed learning and professional development through authentic practice and collaborative knowledge sharing, 3.4) Focus group discussions, and 3.5) Self-development reporting, and 4) The outcomes of the development indicated that teachers demonstrated the ability to design lesson plans at the highest level ( ≥ 4.51). Their instructional management was evaluated by students at the highest level ( = 4.71), while parents rated students’ overall performance at the highest level ( = 4.53). Furthermore, students achieved learning outcomes at a very good academic performance (79.96%), excellent key competencies (96.67%) and excellent desirable characteristics (93.00%).