Transformational Trends in Educational Leadership: A Mixed-Methods Study of Technology Integration, Community Partnerships, and Distributed Leadership in Northeast Thailand
Keywords:
educational leadership, rural education, technology integration, community partnerships, distributed leadership, Thailand, mixed-methods researchAbstract
Background: Educational transformation in rural Thailand faces unprecedented challenges requiring innovative leadership approaches that integrate technology, community engagement, and distributed governance models.
Purpose: This mixed-methods study examines how educational leaders in Northeast Thailand implement transformational practices combining digital integration, community partnerships, and distributed leadership to improve educational outcomes in rural contexts.
Methods: Using a convergent parallel mixed-methods design, we collected quantitative data from 324 schools across six provinces and qualitative data from 48 in-depth interviews with educational leaders, teachers, and community members. Data were analyzed using descriptive statistics, structural equation modeling, and thematic analysis.
Results: Three significant trends emerged: (1) Technology integration increased student engagement by 34% and improved learning outcomes by 23% when combined with culturally relevant content; (2) Community partnerships enhanced school-community connections (r = .67, p < .001) and increased local resource mobilization; (3) Distributed leadership models improved teacher self-efficacy (M = 4.2, SD = 0.8) and reduced administrator workload while maintaining educational quality.
Conclusions: Successful educational transformation requires systemic integration of technological innovation, authentic community engagement, and collaborative leadership within culturally responsive frameworks. The study contributes a validated model for rural educational transformation applicable to similar contexts globally.
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