A Study of the Components of Collaborative Leadership Among School Administrators

Abstract

This research aimed to investigate the components of collaborative leadership among administrators of inclusive schools under the Sakon Nakhon Primary Educational Service Area Office 3. The study was conducted in three phases: (1) reviewing, analyzing, and synthesizing concepts, theories, and related studies from ten documentary sources through content analysis; (2) synthesizing the leadership components using a selection criterion of at least 50% frequency; and (3) evaluating the appropriateness of the 
synthesized components by five experts. The research instruments consisted of a 
document synthesis form and a five-point rating scale questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation.
The findings revealed that collaborative leadership among inclusive school administrators comprised five major components: (1) shared vision, (2) relationship building, (3) shared decision-making, (4) trust, and (5) organizational commitment. Overall, the appropriateness of the components was rated at a high to the highest level ( = 4.64, S.D. = 0.16). Among the components, shared decision-making obtained the highest mean score ( = 4.90, S.D. = 0.31), followed by shared vision ( = 4.88, S.D. = 0.33), organizational commitment ( = 4.85, S.D. = 0.37), trust ( = 4.35, S.D. = 0.59), and relationship building (  = 4.24, S.D. = 0.66), respectively. The findings indicate that these five components constitute the essential foundation of collaborative leadership and can serve as a practical framework for enhancing administrative effectiveness and improving the 
quality of inclusive school management