TEACHER LEADERSHIP ENHANCEMENT PROGRAM FOR EXTRA LARGE SCHOOL IN URBAN TEACHERS

Abstract

This research aims to study and develop teachers’ leadership enhancement program of extra-large schools within the urban area including these purposes; teachers’ leadership necessity of extra-large schools within the urban area to develop and evaluate the results of teachers’ leadership enhancement program of extra-large schools within the urban area. The research methodology was divided into 4 stages according to Research and Development process; 1^st stage: teachers’ leadership enhancement current and desirable conditions study, 2^nd stage: innovation (teachers’ leadership enhancement program) design, invention and assessment, 3^rd stage: teachers’ leadership enhancement program using and 4^th stage: teachers’ leadership enhancement program innovation assessment and development.  

            The finding could be concluded as follow:

            The needs of teachers’ leadership enhancement program from extra-large schools within the urban area were arranged in following descended orders; teaching leadership (PNI_Modified =0.17), change leadership (PNI_Modified =0.16), students’ achievement development (PNI_Modified =0.16), and the fellow teachers support and development (PNI_Modified =0.16). The finding of teachers’ leadership enhancement from extra-large schools within the urban area was found that the participants of teachers’ leadership enhancement program had the highest satisfaction (X= 4.60, S.D. = 0.39). After considered in each point found that the most average point was explicit purpose (X= 4.69, S.D. = 0.50), secondly, the content corresponded with the purpose (X= 4.64, S.D. = 0.56), thirdly, the content suited the participants (X= 4.59, S.D. = 0.55) and lastly, the program media was properly provided ( X= 4.49, S.D. = 0.61).

            Teachers’ leadership enhancement program from extra-large schools within the urban area format includes 4 parts; first: introduction, second: content, third: activity, and fourth: assessment which conducted from 4 Module element. Lastly, the development inspection, control, follow and evaluation were conducted by the school executives with the following achievement conditions; 1) regular self-development and 2) teachers have the technology knowledge.