DRIVING MECHANISMS OF LEADERSHIP SCHOOL IDENTITY: AN INTEGRATIVE CONCEPTUAL FRAMEWORK FOR DEVELOPING STUDENT LEADERSHIP IN SECONDARY EDUCATION
DOI:
https://doi.org/10.14456/edubuu.2026.2Keywords:
School identity, Student leadership, Integrative framework, Secondary educationAbstract
This article aims to (1) develop an integrated conceptual framework for the mechanisms underpinning leadership identity in schools and (2) propose practical approaches for fostering authentic leadership among secondary school students. Drawing on a review of literature and theoretical synthesis, the first part of the study introduces the Systemic–Cultural–Authentic Framework, which comprises three core dimensions: the systemic dimension, the cultural dimension, and the authentic dimension of students. These interrelated dimensions collectively contribute to leadership outcome levels at the individual, interpersonal, and community or school levels. The study also proposes a five-stage mechanism cycle for driving school leadership identity, encompassing identity setting, supportive system design, authentic assessment, continuous improvement, and the development of a shared leadership culture. The second part presents approaches for cultivating authentic leadership across three levels: the policy level (establishing clear leadership identity and assessment standards), the school and instructional level (creating participatory cultures and experiential learning units grounded in action and reflection), and the student level (strengthening self-awareness, moral values, and self-regulation). The proposed framework and developmental approaches provide practical implications for designing policies, curriculum development, and student leadership programs aligned with 21st-century competencies in the Thai education context.
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