A Model for Developing Team Leadership for Primary School Teachers under Regional Education Office NO. 11

Abstract

          World society has changed. Students have lower academic performance. Teachers must therefore use teamwork and collaborative skills to play a role in organizing learning in order to improve academic achievement. This research article aims to 1) examine the components of team leadership for Primary School Teachers under Regional Education office NO.11 2) establish a development model for team leadership for Primary School Teachers under Regional Education office NO. 11 and 3) validate the effectiveness of the developed model.; This research and development approach (R&D) was performed in three phases: Phase I: Model Investigation concerning team leadership for Primary School Teachers under Regional Education office NO. 11. through document analysis, experts’ in-depth interviews, and survey research with 375 teachers working in primary schools under the Regional Education Office No.11 in the 2022 academic year; Phase II: Model Construction and Confirmation based on Experts’ reviews; III: Model Implementation with 30 teachers drawn from Twenty primary schools and Educational Opportunity expansion school under the Regional Education Office No.11 under the Office of Nakhon Phanom Primary Education Area 2. The research instruments included an unstructured interview, a set of rating scale questionnaires, and an assessment form of team leadership for Primary School Teachers under Regional Education Office NO.11. analyzed through frequency, percentage, mean, and standard deviation.
          The findings were as follows:
          1. The components of team leadership for Primary School Teachers under Regional Education office NO. 11. involved five components with 80 indicators described as follows: Goal Setting comprising 20 indicators; 2) Conflict management comprising fifteen indicators; 3) Responsibility comprising twenty indicators; 4) Expert comprising ten indicators;

5) Communication comprising fifteen indicators.
        2. A model for Developing Team Leadership for Primary School Teachers under Regional Education Office NO. 11 included five components: 1) principles, 2) objectives, 3) contents 4) processes, 5) measurement and evaluation.       
         3. The overall effectiveness of the developed model was rated at the highest level of appropriateness. After the model implementation, participating teachers reported improvement in their team leadership for learning management within primary schools under ROE 11, reaching the effectiveness index of 1.25 or 25.16 percent.