A Model for Enhancing Positive Leadership of Teachers to Elevate Student Quality in Schools under the Khon Kaen Secondary Edu

Abstract

This research aimed to: 1) investigate the current conditions, desirable conditions, priority needs, and guidelines for enhancing teachers’ positive leadership to improve student quality in schools under the Khon Kaen Secondary Educational Service Area Office; and 2) develop and evaluate a model for enhancing teachers’ positive leadership to improve student quality. A mixed-methods research design was employed. The sample consisted of 348 school administrators and teachers selected through proportionate stratified random sampling. Key informants included five experts for in-depth interviews and six experts for model validation. Research instruments comprised a questionnaire, a semi-structured interview form, focus group discussion records, and a model evaluation form. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI Modified), while qualitative data were analyzed through content analysis.
The findings revealed that:
1. The overall current condition of teachers’ positive leadership enhancement was at a high level (x̄ = 3.83), whereas the overall desirable condition was at the highest level (x̄ = 4.56). The priority needs, ranked from highest to lowest, were positive thinking, inspiration, accountability, integrity and justice, and appreciative inquiry, respectively.
2. The model for enhancing teachers’ positive leadership to improve student quality consisted of five components: (1) principles, concepts, and objectives; (2) implementation process; (3) development mechanisms; (4) evaluation guidelines; and (5) success conditions. The model emphasized the development of teachers’ positive leadership through appreciative inquiry, inspiration, integrity and justice, positive thinking, and accountability. The development mechanisms were based on the 70:20:10 learning principle and Professional Learning Communities (PLCs). The evaluation results indicated that the model’s overall appropriateness and feasibility were at the highest level, demonstrating its effectiveness and applicability for enhancing teachers’ positive leadership and improving student quality.