Innovative Leadership of School Administrators in Education Sandbox under the Office of Rayong Primary Educational Service Area 1

Abstract

The objectives of this research were: 1) investigate the innovative leadership of school administrators in the Education Sandbox; 2) to compare these innovative leadership levels classified by gender, educational attainment, work experience, and school size; and 3) to establish guidelines for developing the innovative leadership of school administrators within the Education Innovation Zones under the Rayong Primary Educational Service Area Office 1. Methodology: The research sample consisted of 160 school administrators and teachers within the designated Education Sandbox. The sample size was determined using the Krejcie and Morgan table, employing proportional stratified random sampling followed by simple random sampling. The research instrument was a questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00 and a reliability coefficient of .970. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Hypothesis testing was conducted using t-test for comparing two groups and F-test (One-way ANOVA) for multiple groups. Post-hoc comparisons were performed using Scheffe’s method to identify statistically significant differences.

                The overall innovative leadership of school administrators in the Education Sandbox under the Rayong Primary Educational Service Area Office 1 was at the highest level. 2) The comparative analysis revealed that innovative leadership levels differed significantly across gender, position, work experience, and school size at the .05 level. However, no significant difference was found based on educational attainment. 3) Guidelines for development suggest that school administrators should focus on enhancing visionary competencies, strategic decision-making, and change management capabilities. This should be achieved through participatory management principles and organizational learning. Furthermore, continuous self-development through research, professional training, and performance reflection is essential to sustainably elevate administrative efficiency and educational quality.