Innovative Leadership of School Administrators in the Suan Thepparat Thipthai Chalermpeakiet School Cluster under the Secondary Educational Service Area Office Pathum Thani

Abstract

The purposes of this study were: 1) to study the innovative leadership of school administrators in the Suan Thepparat Thiptai Chalermprakiet School Consortium under the Secondary Educational Service Area Office Pathum Thani 2) to compare the innovative leadership of these school administrators, classified by gender, work experience, and school size; and 3) to study the guidelines for developing the innovative leadership of school administrators within the aforementioned network. The sample consisted of 237 school administrators and teachers in the Suan Thepparat Thiptai Chalermprakiet Interdisciplinary Educational Network under the Secondary Educational Service Area Office Pathum Thani. The sample size was determined using Krejcie and Morgan’s table. Stratified random sampling was employed, using school size as the stratum, followed by proportional allocation for each school, and simple random sampling. The research instruments comprised a 5-level rating scale questionnaire with a reliability coefficient of 0.996, and a semi-structured interview. The statistics used for data analysis included frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis.

           The results of the research showed that 1) The overall innovative leadership of school administrators in the Suan Thepparat Thiptai Chalermprakiet Interdisciplinary Educational Network under the Secondary Educational Service Area Office Pathum Thani was at the highest level (x̄ = 4.74, S.D. = 0.302). 2) Teachers with different genders, work experiences, and school sizes showed no significant differences in their opinions regarding the innovative leadership of the administrators. 3) Regarding the guidelines for developing innovative leadership, administrators should establish a vision based on context analysis and empirical data; create an open and participatory organizational atmosphere; and manage systematically utilizing evidence-based practices and quality cycles. Furthermore, they should promote active learning, digital technology utilization, and organizational development towards becoming an innovative organization, alongside serving as exemplary role models and inspiring sustainable school advancement.