Creative Leadership of School Administrators the Samut Sakhon Primary Educational Service Area Office

Abstract

This research article aims to study: (1) to study the level of school administrators' creative leadership; (2) to study the level of teachers' 21st-century learning management; and (3) determine the influence of school administrators' creative leadership that significantly influenced teachers' 21st-century learning management. The study employed a predictive research design. The sample consisted of 333 school administrators and teachers under the Samut Sakhon Primary Educational Service Area Office during the 2025 academic year and was selected using stratified random sampling. The research instrument was a questionnaire with an overall reliability coefficient of 0.990. The data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis. The findings revealed that: (1) School administrators’ creative leadership was rated at the highest level overall. Among the dimensions, collaborative problem-solving received the highest mean score, followed by team-based inquiry of knowledge, whereas examination of shared beliefs received the lowest mean score. (2) 21st-Century Learning Management of Teachers was rated at the highest level overall. Among the dimensions, learning and innovation skills received the highest mean score, followed by life and career skills, while information, media, and technology skills received the lowest mean score. (3) School administrators’ creative leadership significantly influenced the development of 21st-Century Learning Management of Teachers. The significant predictors were questioning techniques (X₆), examination of shared beliefs (X₅), Teamwork in Inquiry-Based Learning (X₁), and envisioning the future (X₄). Together, these variables explained 77.5% of the variance in teachers’ 21st-Century Learning Management of Teachers. (R² = 0.775)