The Development of Indicators on Learning Leadership of School Administrators under the Secondary Educational Service Area Office in the North of Thailand

Abstract

This research aimed to construct and develop indicators of learning leadership characteristics for school administrators under the Secondary Educational Service Area Offices in the North of Thailand, and to test the congruence of the structural model of learning leadership characteristics with empirical data. The sample comprised 210 school administrators under the Secondary Educational Service Area Offices in the North, selected through multi-stage sampling. The research instrument was a five-point rating scale questionnaire. Data were analyzed using statistical software for descriptive statistics, confirmatory factor analysis (CFA), and second-order confirmatory factor analysis to test the congruence of the structural model with empirical data. This descriptive research employed a learning leadership characteristics questionnaire for data collection. Basic statistics and second-order confirmatory factor analysis were used for data analysis. The results revealed six components of learning leadership characteristics: 1) creative initiative, 2) self-directed learning, 3) team learning, 4) diverse integrative management, 5) creating a technology-enhanced learning environment for the digital era, and 6) appropriate change for current conditions. Team learning exhibited the highest level of learning leadership characteristics, followed by creating a technology-enhanced learning environment for the digital era, and creative initiative, respectively. The confirmatory factor analysis showed that the model was congruent with empirical data, with a Goodness of Fit Index (GFI) of 0.97 and an Adjusted Goodness of Fit Index (AGFI) of 0.95. The factor loadings, ranked from highest to lowest, were team learning, creating a technology-enhanced learning environment for the digital era, and creative initiative, respectively.