The Development Model of Instructional Leadership for Administrators of Small-Sized Primary Schools under the Office of the Basic Education Commission in Northeast Thailand
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| Title: | The Development Model of Instructional Leadership for Administrators of Small-Sized Primary Schools under the Office of the Basic Education Commission in Northeast Thailand |
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| Language: | English |
| Authors: | Pattaramas Pawasirikul, Waro Phengsawat, Aphisit Somsrisook |
| Source: | International Education Studies. 2026 19(2):93-104. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Models, Instructional Leadership, Professional Development, Small Schools, Elementary Schools, School Administration, Administrators |
| Geographic Terms: | Thailand |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | The objective of this research was to develop a model of instructional leadership for principals of small-sized primary schools under the Office of the Basic Education Commission in Northeastern Thailand. The research employed a Research and Development (R&D) methodology, consisting of four phases: (1) synthesis of relevant literature and previous research; (2) analysis of needs for the development of instructional leadership among school principals; (3) development of the instructional leadership development model; and (4) implementation and evaluation of the model. The research instruments included: (1) a questionnaire assessing current and desired conditions of instructional leadership in competency-based learning management; (2) pre-test and post-test for workshop participants; and (3) an instructional leadership behavior assessment form. The statistical methods used were percentage, mean, standard deviation, PNI Modified, Wilcoxon Signed-Rank Test, and One Sample t-test. The findings were as follows: The synthesized components of instructional leadership consisted of seven elements: (1) setting vision, mission, and learning goals; (2) curriculum and instructional management; (3) fostering learning environments and providing learning resources; (4) staff development; (5) supervision, monitoring, and evaluation; (6) student development; and (7) ethics and professional code of conduct. The component with the highest priority need index was staff development (PNI Modified = 0.145), followed by student development (PNI Modified = 0.132), and vision, mission, and learning goals (PNI Modified = 0.130). The developed model consisted of the following components: guidelines for implementation, rationale and significance, model principles, objectives, content, development processes, learning materials and resources, and monitoring and evaluation methods. The comparison between pre-training and post-training scores showed a statistically significant difference at the 0.05 level, with post-training scores being higher. The assessment of instructional leadership behavior using One Sample t-test (with a benchmark mean of 3.51) revealed that the post-training scores were significantly higher than the benchmark at the 0.05 level. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505606 |
| Database: | ERIC |
| Abstract: | The objective of this research was to develop a model of instructional leadership for principals of small-sized primary schools under the Office of the Basic Education Commission in Northeastern Thailand. The research employed a Research and Development (R&D) methodology, consisting of four phases: (1) synthesis of relevant literature and previous research; (2) analysis of needs for the development of instructional leadership among school principals; (3) development of the instructional leadership development model; and (4) implementation and evaluation of the model. The research instruments included: (1) a questionnaire assessing current and desired conditions of instructional leadership in competency-based learning management; (2) pre-test and post-test for workshop participants; and (3) an instructional leadership behavior assessment form. The statistical methods used were percentage, mean, standard deviation, PNI Modified, Wilcoxon Signed-Rank Test, and One Sample t-test. The findings were as follows: The synthesized components of instructional leadership consisted of seven elements: (1) setting vision, mission, and learning goals; (2) curriculum and instructional management; (3) fostering learning environments and providing learning resources; (4) staff development; (5) supervision, monitoring, and evaluation; (6) student development; and (7) ethics and professional code of conduct. The component with the highest priority need index was staff development (PNI Modified = 0.145), followed by student development (PNI Modified = 0.132), and vision, mission, and learning goals (PNI Modified = 0.130). The developed model consisted of the following components: guidelines for implementation, rationale and significance, model principles, objectives, content, development processes, learning materials and resources, and monitoring and evaluation methods. The comparison between pre-training and post-training scores showed a statistically significant difference at the 0.05 level, with post-training scores being higher. The assessment of instructional leadership behavior using One Sample t-test (with a benchmark mean of 3.51) revealed that the post-training scores were significantly higher than the benchmark at the 0.05 level. |
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| ISSN: | 1913-9020 1913-9039 |
