โมเดลภาวะผู้นำของผู้บริหารสถานศึกษาที่ส่งผลต่อสมรรถนะครูในการจัดการเรียนรู้ ตามแนวสะเต็มศึกษา : โมเดลแข่งขันภาวะผู้นำเชิงนวัตกรรมและภาวะผู้นำเชิงวิชาการ

Abstract

This research has been conducted by applying mixed method. The research aims to study leadership models in innovative leadership and instructional leadership which put impacts on teachers’ competency in STEM EDUCATION learning management, to examine validity and compare the validity of innovative leadership and instructional leadership models which have the most influencing impacts on teachers’ competency in STEM EDUCATION learning management, and to study leadership of school administrators which have impacts on teachers’ competency in STEM EDUCATION learning management

The findings show that the structural models, developed by the researcher, of innovative leadership and instructional leadership of school administrators with impacts on teachers’ competency in STEM EDUCATION learning management are consistent with the empirical data (c²=  9.810 and 15.548, df  = 5 and 9, p-value = .0808 and .0769,c²/df=1.962 and 1.727,CFI  =  0.999 and 0.999,TLI  =  0.991 and 0.993,RMSEA =  0.036 and 0.031,SRSM  =  0.008 and 0.006). The variables directly influencing teachers’ competency in STEM EDUCATION learning management in innovative leadership model consist of network and participation, organizational environment, and innovative leadership.  Teachers’ competency has been indirectly influenced by innovative leadership.. The findings also show that, the most influencing variables to teachers’ competency in STEM EDUCATION learning is network and participation.The variables directly influencing teachers’ competence in STEM EDUCATION learning management in instructional leadership consist of organizational environment, instructional leadership and network and participation. In terms of indirect influence, network and participation is the most influencing variable. The results show that the most influencing variables to teachers’ competency in STEM EDUCATION learning is instructional leadership.  In comparing, examining and analyzing validity of theories and consistency between the developing models and empirical data, the result shows that instructional leadership model is more consistent with the empirical data than the innovative leadership model.

Structure of approaches to develop leadership of school administrators with impacts on teachers’ competency in STEM EDUCATION learning management includes 1) principles, 2) objectives, 3) plan/ project, 4) factors affecting teachers’ competency in STEM EDUCATION learning management, and 5) methodology in approaching the four aspects – innovative leadership, instructional leadership, organizational environment, and network and participation. For each particular aspect, the development includes (1) knowledge/ theory development, (2) motivation/ attitude building, and (3) operation.