GUIDELINES FOR THE DEVELOPMENT OF PROACTIVE LEADERSHIP OF SCHOOLS ADMINISTRATORS UNDER BURIRAM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2.

Abstract

This research aimed to: (1) examine the current and desired states of proactive leadership among school administrators under the Buriram Primary Educational Service Area Office 2; (2) explore guidelines for developing proactive leadership among these administrators. The sample included 35 school administrators and 301 teachers, totaling 336 participants. Stratified random sampling was used based on the size of the educational institutions. The research instruments included an evaluation form of the suitability of the components, a five-point Likert scale questionnaire, an interview form used with schools recognized for best practices. Statistical analysis was conducted using percentage, mean, standard deviation, and Priority Needs Index. The study found that 1.The current state of proactive leadership among school administrators was at a high level. When considered individually, it was found that all aspects were at the same level and the desirable condition of the proactive leadership among school administrators, the overall level is the highest. When considered individually, it was found that all aspects were at the highest level and the first 4 necessary needs were sorted in descending order: 1) Conscious, 2) Imagination leadership, 3) Independent Will, 4) Self-Awareness   The guidelines for developing proactive leadership identified four key areas: 1) self-awareness, 2) imagination, 3) critical thinking, and 4) independent determination. The development guidelines included 20 sub-strategies and 4 development methods: learning through practice, professional learning community processes, training, and self-directed learning.