Creative Leadership of School Administrators under Chonburi-Rayong Secondary Educational Service Office

Abstract

This research aimed to: (1) examine the creative leadership of school administrators under the Secondary Educational Service Area Office Chonburi-Rayong; (2) compare creative leadership as perceived by teachers classified by educational level and work experience; and (3) investigate guidelines for developing creative leadership among school administrators in the aforementioned area. The sample consisted of 366 teachers selected through multi-stage sampling. Stratified random sampling was used based on school size, followed by simple random sampling. The research instruments were a questionnaire and an interview form. Data were analyzed using mean, standard deviation, t-test, one-way ANOVA, and content analysis.

            The findings revealed that:  1. Overall and in all aspects, the creative leadership of school administrators was rated at the highest level. The highest-rated aspect was promoting creativity, followed by vision and imagination, while creative problem-solving received the lowest mean score, although still at the highest level. 2. The comparison results showed that teachers with different educational levels had significantly different perceptions of overall creative leadership at the .01 level, particularly in flexibility and adaptability, creative problem-solving, and creativity promotion. Teachers with different work experiences also showed significant differences in overall perceptions at the .01 level, with those having 10 years or more of experience perceiving higher levels of creative leadership than those with 5-10 years of experience. Overall differences were significant at the .01 level for educational level and .05 level for work experience. 3.The analysis of development guidelines indicated that creative leadership should focus on strategic vision integrating global trends and private sector data to design work-integrated curricula; dynamic flexibility through agile management and psychological safety for innovation experimentation; creative problem-solving through collaborative networks to transform obstacles into opportunities; and the development of an innovation ecosystem emphasizing process-oriented thinking rather than short-term achievement.