Guidelines for developing creative leadership of teachers in small schools under the Office of the Primary Educational Service Area of Ang Thong

Abstract

The objectives of this research were to study the current conditions, desirable conditions, needs, and to propose guidelines for developing creative leadership of teachers in small schools under the Office of the Ang Thong Primary Educational Service Area. A mixed-methods research approach was employed. The sample consisted of 201 teachers from small schools under the Office of the Ang Thong Primary Educational Service Area. The sample size was determined using the Krejcie and Morgan (1970) table. The stratified random sampling method was employed to classify the population into strata, and the simple random sampling method was then used to select samples from each stratum The research tool was a questionnaire with 5-point rating scales. Statistics used to analyze the data included frequency distribution, percentage, mean, standard deviation, and Priority Needs Index Modified (PNI modified). In addition, semi-structured interviews were conducted with five experts and analyzed through content analysis.

        The research results revealed that 1) the current situation of creative leadership development of teachers is at a high level overall. The desired condition of the development of creative leadership of teachers in general has the highest mean value, at the highest level, namely, the aspect of individual consideration. The aspect with the highest need is flexibility, which has the highest index value (PNI modified = 0.066). 2) Guidelines for developing creative leadership of teachers in small schools under the Office of the Ang Thong Primary Educational Service Area, comprise a total of four areas, with 13 development guidelines, namely: 1) Flexibility, with three development approaches; 2) Vision, with four development approaches; 3) Imagination, with three development approaches; and 4) Individuality, with three development approaches.