GUIDELINES FOR LEARNING LEADERSHIP DEVELOPMENT OF SCHOOL ADMINISTRATORS UNDER THE SURIN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

The objectives of this research were: 1) to study current learning leadership conditions of school administrators under the Surin Primary Educational Service Area Office 3; 2) to compare learning leadership conditions among school administrators under the Surin Primary Educational Service Area Office 3; and 3) to provide guidelines for learning leadership development of school administrators under the Surin Primary Educational Service Area Office 3. The sample group consisted of 144 schools under the Surin Primary Educational Service Area Office 3 classified by: 84 small-sized schools, 57 medium-sized schools, and 3 large-sized schools. The key informants were 288 school administrators and teachers who are the head of academic division. Guidelines for learning leadership development of school administrators were developed through a focused-group discussion under the recommendations of 10 experts. Statistics used for data analysis comprised of mean and standard deviation. The defined hypotheses were tested using T-test and F-Test. The study found that: 1)  The overall current learning leadership condition of school administrators under the Surin Primary Educational Service Area Office 3 is at a high level. When considering each aspect, all aspects are at a high level. 2) According to a comparison of current learning leadership conditions among school administrators and teachers who are the head of academic division, the study showed that, generally, there are significant differences in term of the size of school at .05 of statistical level among school administrators and teachers who are the head of academic division. However, in term of pair difference test, the study revealed that that the average mean score of learning leadership of school administrators in a large-sized school and medium-sized school is higher than the average mean score of a small-sized schools. Further, the study also showed that the difference of mean score in learning leadership in large and medium-sized schools was not statistically significant. 3) The guidelines for learning leadership development of school administrators under the Surin Primary Educational Service Area Office 3 are as follows: 1) In term of learning innovation, it is recommended that the school administrators must be leaders in learning innovations by planning to develop learning standards, preparing, and developing schools’ curricula. 2) Owing to Creativity, the study suggests that school administrators must participate in educational training to encourage them to have initiative in their work to promote learning management creatively.3) For Educational technology, the school administrators, through learning experiences, must be initiated, promoted, supported to the use of educational media technology for learning management specified by the curriculum. 4) According to team learning, the school administrators must participate in a self-training program to develop a team management skill and encourage a continuous use of the PLC process. 5) Learning supporting environment, the study recommends that the school administrators must learn from a case study of schools that is a leader in term of conducive environment for learning such as the best practice school. In addition, it is also suggested to encourage and provide teachers to organize active learning activities.