A THEORETICAL MODEL OF INSTRUCTIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING SCHOOL EFFECTIVENESS

Main Article Content

Thanomwan Prasertcharoensuk
Prakittiya Tuksino
Ritthirong Setwong

Abstract

Transferring of effective schools to the 21st Century is a challenge for school administrators who need strong leadership as a very important element to drive forth quality education in the social context. This research was aimed at synthesizing a causal relation model of instructional leadership of school administrators that affects school effectiveness. Relevant research and documents were investigated to examine correlation with evidences. The study was conducted in 2 phases. Phase 1 involved synthesis of the theoretical model, and Phase 2 investigated correlation with evident data. The fi ndings indicated that the causal model of instructional leaders affects school effectiveness. There was one external variable, i.e., education supervision, and 4 internal variables including professional development, building learning atmospheres, developing curriculum and instruction, and school effectiveness. Eight infl uential routes of these variables were found associated to the evidences.

Article Details

Section
บทความวิจัย
Author Biographies

Thanomwan Prasertcharoensuk, Khon Khan University, Faculty of Education 4002, Khon Kaen, Thailand

Khon Khan University, Faculty of Education 4002, Khon Kaen, Thailand

Prakittiya Tuksino, Khon Khan University, Faculty of Education 4002, Khon Kaen, Thailand

Khon Khan University, Faculty of Education 4002, Khon Kaen, Thailand

Ritthirong Setwong, Jaturakam Pattana School, Roi-Et Primary Educational Service Area Offi ce 2. 45150, Roi Et, Thailan

Jaturakam Pattana School, Roi-Et Primary Educational Service Area Offi  ce 2. 45150, Roi  Et, Thailan

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