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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
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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505606
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Pattaramas+Pawasirikul%22">Pattaramas Pawasirikul</searchLink><br /><searchLink fieldCode="AR" term="%22Waro+Phengsawat%22">Waro Phengsawat</searchLink><br /><searchLink fieldCode="AR" term="%22Aphisit+Somsrisook%22">Aphisit Somsrisook</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2026 19(2):93-104.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Schools%22">Small Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 1913-9020<br />1913-9039
– Name: Abstract
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  Data: 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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      – Text: English
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        PageCount: 12
        StartPage: 93
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Small Schools
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      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: School Administration
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      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Thailand
        Type: general
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      – TitleFull: 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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