Transformational Leadership Models Promoting Learning Ecosystem Management in Schools under the Surat Thani Primary Educational Service Area Office 1

Abstract

The purposes of this research article were 1) to study the components of transformational leadership that promoted learning ecosystem management in schools; 2) to create a transformational leadership model that promoted learning ecosystem management in schools; and 3) to evaluate the transformational leadership model that promoted learning ecosystem management in schools under the Surat Thani Primary Educational Service Area Office 1. This was the mixed-method research. There were three steps in the research process as follows: 1) to study the components of transformational leadership that promoted learning ecosystem management in schools. The target group was 15 school administrators using purposive sampling. The instrument used was a meeting record form; 2) to create a transformational leadership model that promoted learning ecosystem management in schools. The target group was 5 educational experts. The instrument used was a model consistency check form; 3) to evaluate the transformational leadership model that promoted learning ecosystem management in schools. The population group was 116 school administrators under the Surat Thani Primary Educational Service Area Office 1. The instruments used were the assessment form of transformational leadership style that promoted learning ecosystem management in schools, with a reliability of 0.98. Quantitative data analysis was done by using mean and standard deviation, and qualitative data were conducted by content analysis. The research results found that 1) the components of transformational leadership that promoted learning ecosystem management in schools consisted of 5 components and 18 indicators; 2) the results of creating a transformational leadership style that promoted learning ecosystem management in schools. The school administration found that there were 5 components: 2.1) principles, 2.2) objectives, 2.3) methods of implementation through the 4-step quality cycle process, namely planning, implementation, monitoring, improvement, 2.4) operational guidelines, 2.5) conditions for success, and 3) the transformational leadership style that promoted learning ecosystem management in schools was most useful, feasible, appropriate, and correct overall, with an average value of 4.75.