INNOVATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS IN NETWORK CENTER 19 UNDER ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

The objectives of this research were twofold: 1) to investigate the present state, desirable state, and priority needs of innovative leadership among school administrators in Network Center 19 under the Roi Et Primary Educational Service Area Office 2; and 2) to explore recommendations for the development of innovative leadership for the aforementioned administrators. The population was composed of 143 individuals, including school administrators and teachers within Network Center 19. The research instrument used was a 5-level Likert scale questionnaire with the reliability coefficient (Cronbach’s alpha-Coefficient) was calculated as 0.879 for the present state section and 0.931 for the desirable state section. The statistics employed for data analysis included the mean (μ), standard deviation (σ), and the Modified Priority Needs Index (PNI_modified). The research findings were as follows: 1. The study results indicated that the overall present state of innovative leadership among school administrators was rated at a high level (μ = 3.91, σ = 0.72). A high rating was also observed across all individual aspects. Similarly, the overall desirable state was also found to be at a high level (μ = 3.91, σ = 0.72$), with high ratings across all aspects. Regarding the priority needs index (PNI_modified) for innovative leadership, Vision for Change was identified as the issue with the highest priority need (PNI_modified = 0.117347). This was followed by the development of Innovative Thinking Skills (PNI_modified = 0.115979). Conversely, Risk Management was determined to be the issue with the lowest priority need (PNI_modified = 0.101781). 2. The study's second objective resulted in recommendations being proposed across five key areas: 1) Vision for Change: It was recommended that personal visions be transformed into a “shared vision” that fostered collective ownership. This was proposed to be achieved by using storytelling communication and setting clear goals. 2) Learning Culture: It was suggested that an atmosphere promoting experimentation and failure acceptance be created using a Growth Mindset. Furthermore, unnecessary workloads were advised to be reduced, and local wisdom was recommended to be utilized. 3) Teamwork: Collaboration was advocated through the establishment of Communities of Practice (CoP) and the implementation of a Teacher Assistance Program (TAP), alongside the expansion of cooperation networks into the local community. 4) Innovative Skills: The role of teachers was proposed to be changed to that of “innovators” through Design Thinking training and the support of small-scale innovation projects (mini innovation projects). 5) Risk Management: It was recommended that an attitude of intelligently confronting risks be cultivated. This was advised to start with small pilot projects and by learning from mistakes to build confidence in change.