Formative Leadership of School Principals under the Office of Secondary Educational Service Area 30

Abstract

This independent study aimed to study the formative leadership of school principals under the Office of Secondary Educational Service Area Office 30.  The sample was 361 teachers. They were selected by stratified sampling using Krejcie and Morgan table (1970; cited in Ketchatturat, 2012). The data were collected in two phases.  In the first phase, the data were collected using questionnaires to find the level of formative leadership in 7 aspects. The data were analyzed by frequency distribution, average percentage, and standard deviation. The aspects were teamwork, supporting new ideas and innovations, looking at teachers as academic leaders, building networks, vision to future change, trust, and focusing on challenging teachers to work. In the second phase, the data were collected by using focus group discussion. There were7 participants in the discussion. The data were analyzed then presented by description and conclusion.

          The study indicated that the level of formative leadership of school principals under the Office of Secondary Education Service Area 30 was "high" in all aspects, ranging from a high level of teamwork, supporting new ideas and innovations, looking at teachers as academic leaders, building networks, vision to future change, trust, and focusing on challenging teachers to work.

         The implications from the study were1) principals build teamwork culture2) principals encourage teachers to develop themselves all the times to keep pace with changing world 3) principals support teachers to create innovation in teaching4) principals encourage teachers to develop themselves in teaching and learning5) principals promote value-added activities 6) principals promote many means of communication with teachers and 7) principals discuss with teacher about teaching and learning personally and in group.