Developmental Approaches of Transformational Leadership for Professional Learning Community in Extra-Large School Administrators Under the Office of Ubon Ratchathani Primary Education Service Area 1

Abstract

This research aims to 1) study the transformational leadership of school administrators in becoming a professional learning community. and 2) to propose a developmental approaches of transformational leadership for professional learning community in extra-large school administrators under the Office of Ubon Ratchathani Primary Educational Service Area 1. The sample was based on Krejcie and Morgan (1970) included 152 subjects. The returned questionnaires were 140 copies with was 92.11 percent, compiled of 2 administrators and 138 teachers. The research tools consisted of five-level rating scale with the reliability of .90. An evaluation of feasibility and suitability had the IOC value between .67-1.00. Statistics used to analyze data included frequency, percentage, mean, standard, deviation and content analysis.

The findings were as follow:

1. The transformational leadership condition of school administrators in becoming a professional learning community of an extra-large school under the jurisdiction of the Educational Service Area Office, Ubon Ratchathani Primary Education Area 1 as a whole were at the highest level. It was found that the aspect with the highest average was the aspect intellectual stimulation to set the vision and mission of the school that aims to develop student learning and the aspect with the least average value is the aspect of consideration of individuality to set the goals, vision and mission of the school that aims to develop student learning;
2. Developmental approaches of transformational leadership for professional learning community in extra-large school administrators under the Office of Ubon Ratchathani Primary Educational Service Area 1, were as follow, 1) School administrators should have goals, clear vision and mission, 2) School administrators should promote the exchange of knowledge, and encourage all parties to work together as a team, 3) School administrators should have a standardized and systematic performance evaluation, 4) Budget should be increased to support teamwork, 5) School administrators should always inspire their colleagues, 6) Develop teachers and personnel to have full potential of professional expertise, and 7) School administrators should respect, accept and promote individual differences between teachers and learners.