Educational Leadership Effectiveness and Academic Achievement in Kalasin Province: A Mixed-Methods Research and Development Study of Rural Schools
Keywords:
educational leadership, academic achievement, rural schools, Kalasin Province, mixed-methods researchAbstract
Background: Educational leadership plays a critical role in determining academic achievement outcomes, particularly in rural contexts where resource limitations and geographical isolation create unique challenges. Kalasin Province, located in northeast Thailand, represents a typical rural educational environment facing persistent achievement gaps and leadership development needs.
Purpose: This research and development study examines the relationship between educational leadership effectiveness and student academic achievement in Kalasin Province, aiming to develop evidence-based leadership interventions for improving educational outcomes in rural school contexts.
Methods: A mixed-methods research and development approach was employed with 356 quantitative participants (calculated using Krejcie & Morgan formula) including school principals, teachers, and students across 42 schools in Kalasin Province, and 24 qualitative participants through purposive sampling. Data collection utilized validated leadership effectiveness questionnaires, academic achievement measures, and semi-structured interviews. Statistical analysis included descriptive statistics, correlation analysis, hierarchical multiple regression, and path analysis using SPSS 29.0 and AMOS 26.0.
Results: Findings revealed significant positive correlations between leadership effectiveness dimensions and academic achievement indicators (r = 0.687, p < 0.001). Instructional leadership (β = 0.412, p < 0.001), transformational leadership behaviors (β = 0.298, p < 0.001), and distributed leadership practices (β = 0.234, p < 0.001) emerged as primary predictors explaining 72.3% of variance in student academic achievement. The developed leadership intervention program demonstrated significant improvements in pilot implementation (Cohen's d = 1.47).
Conclusions: Educational leadership effectiveness significantly influences student academic achievement in Kalasin Province's rural schools. The study's developed intervention framework, emphasizing instructional focus, transformational behaviors, and distributed practices, provides actionable strategies for educational leaders seeking to enhance academic outcomes in resource-constrained rural environments.
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