A MODEL OF INSTRUCTIONAL LEADERSHIP DEVELOPMENT ON LEARNING MANAGEMENT FOR THE LEADER OF HEAD LEARNING GROUP IN SCHOOLS UNDER REGIONAL EDUCATION OFFICE NO.11

Abstract

The purposes of this research were to 1) examine the components of instructional leadership of the heads of learning substance groups in secondary schools under the Regional Educational Office No. 11, and 2) construct and develop the model for developing instructional leadership of the heads of learning substance groups in secondary schools under the Regional Educational Office No. 11, and 3) determine the efficiency of the developed model. The findings were as follows: 1. The instructional leadership of the heads of learning substance groups in secondary schools under the Regional Educational Office No. 11 consisted of seven major components with 27 sub-components: 1) Determining visions and learning targets with three sub-components, 2) Developing educational quality improvement plans with four sub-components, 3) Developing curriculum and learning management with three sub-components, 4) Creating a learning atmosphere with three sub-components, 5) Personnel development for the heads of learning substance groups with five sub-components, 6) Effective leaders with four sub-components, and 7) Educational quality assessment with four components. 2. A model for developing instructional leadership of the heads of learning substance groups in secondary schools under the Regional Educational Office No. 11 consisted of 1) Principles, 2) Objectives, 3) Contents, 4) Development Process, 5) Media and Learning Resources, and 6) Evaluation and Measurement. 3.  The efficiency of the model for developing instructional leadership of the heads of learning substance groups in secondary schools under the Regional Educational Office No. 11 revealed that overall, the developed model was appropriate at the highest level. The participants demonstrated a 45.29% progress index in developing instructional leadership.