Innovative Leadership of School Administrators under the Chonburi Primary Educational Service Area Office 3
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Abstract
The mixed-methods research design was Convergent Parallel, consisting of quantitative and qualitative components. The quantitative phase aimed to investigate and compare levels of innovative leadership among school administrators, as perceived by teachers. These levels were categorized by school group, type of school, educational level, and years of work experience. The sample included 322 teachers under the Office of Chonburi Primary Educational Service Area 3 in 2023. Data were collected using a structured questionnaire and analyzed using the mean, standard deviation, t-test, and one-way ANOVA. The qualitative phase sought to explore guidelines for developing innovative leadership among school administrators. Data were gathered through semi-structured interviews with nine key informants, including educational area executives, an educational supervisor, and school administrators. Directed content analysis was applied. The conceptual framework included four key components: vision for change and innovation, teamwork and participation, risk management, and creative thinking. The findings revealed that: 1) The overall and dimensional levels of innovative leadership among school administrators were high. 2) No statistically significant differences were observed in teachersí perceptions across variables. 3) Guidelines for developing innovative leadership among school administrators include future-oriented thinking, communicating an inspiring vision, fostering a culture of co-creation, empowering collaborative change, forecasting strategic risks, continuously learning and improving, design thinking with a human-centered approach, and creating an environment for generating ideas.
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