Instructional Leadership in The 21st Century of School Administrators under Loei Primary Educational Service Area Office 2

Abstract

This research aims to 1) study the level of 21^st century academic leadership among school administrators, 2) compare the leadership levels categorized by position, work experience, and school size, and 3) explore ways to develop academic leadership. The sample group consisted of 295 school administrators and teachers from schools under the Loei Primary Educational Service Area Office 2 for the 2023 academic year, selected using proportional stratified random sampling. The research tool was a questionnaire with a reliability of 0.851 and a discrimination power between 0.60 and 1.00. Data analysis employed basic statistics and hypothesis testing statistics such as One-Way ANOVA and t-test. In cases where significant differences were found at the 0.05 level, pairwise comparisons were conducted using Scheffe's method.

         Research findings:

1. The overall and individual aspects of academic leadership were at a high level, ranked from highest to lowest as follows: vision setting, creative thinking skills, curriculum management and learning management, collaboration, communication, and promotion of technology for learning management.


2. Comparison of leadership levels showed significant differences when categorized by position, work experience, and school size.

          3. Guidelines for developing academic leadership: In terms of technology promotion, administrators should lead in technology use, establish policies for using modern media, and encourage teachers to develop technological innovations. For communication, skills should be developed for both internal and external organizational communication, using technology and creating a positive communication atmosphere. Regarding collaboration, a teamwork atmosphere should be created, opportunities for expressing opinions provided, clear operational structures established, and a shared vision defined.