GUIDELINES FOR DEVELOPING MULTI-INTELLIGENCE LEADERSHIP AMONG SCHOOL ADMINISTRATIONS UNDER THE OFFICE OF CHONBURI PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

This research was divided into two phases. Phase 1 aimed to study and compare the multi-intelligence leadership of school administrators. The sample group consisted of 322 teachers under the Chonburi Primary Educational Service Area Office 3. The research instrument was a questionnaire with a reliability coefficient of 0.894. The statistics used for data analysis included descriptive statistics, t-test, one-way analysis of variance (ANOVA), and Scheffe’s method for pairwise comparisons. Phase 2 aimed to develop guidelines for enhancing the multi-intelligence leadership of school administrators. The target group consisted of five participants, including deputy director of the educational service area office, educational supervisors, school administrator, and deputy school administrator. The research instrument was an interview form, and the data were analyzed using content analysis.

The findings of the study were as follows: 1) The overall level of multi-intelligence leadership of school administrators, including each individual aspect, was at a high level. 2) The comparison of multi-intelligence leadership of school administrators showed that teachers from different district levels had significantly different perceptions of multi-intelligence leadership of school administrators in assessment and evaluation at the .05 level of statistical significance. Teachers from schools of different sizes had significantly different perceptions of multi-intelligence leadership of school administrators in the areas of ethics and morality, curriculum development, and assessment and evaluation at the .05 level of statistical significance. Teachers with different educational qualifications did not have significantly different perceptions of multi-intelligence leadership of school administrators, both overall and in each specific aspect. Teachers with different job positions had significantly different perceptions of multi-intelligence leadership of school administrators, both overall and in each specific aspect, at the .05 level of statistical significance. 3) The guidelines for developing multi-intelligence leadership of school administrators focused on leadership of self, leadership of people, and leadership in task management. This included studying and analyzing the strengths and weaknesses of the school, integrating the core curriculum with the local curriculum, building networks for curriculum development, promoting learning beyond the classroom, and applying the KPA framework in assessment and evaluation of teaching and learning management.