Super Leadership of School Administrators in Chaturamit School Group under the Tak Primary Educational Service Area Office 1
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Abstract
calculating percentages, means, standard deviations, and content analysis.
The findings of the research indicated that;
1. The overall level of super leadership among school administrators in the Chatturamit School Group was rated as high.
2. The guidelines for developing super leadership were identified as follows 1) Enabling self-leadership through clear shared goal setting, promoting knowledge exchange, and inspiring staff. 2) Modeling self-leadership by leaders continuously developing themselves, maintaining ethical standards, transparency, and encouraging staff participation. 3) Encouraging self-goal setting through decentralization, motivation, and continuous development. 4) Cultivating positive thinking by extracting lessons learned, using analytical data, and fostering continuous innovation. 5) Facilitating self-leadership through the use of Individual Development Plans (ID Plans), development support, and motivation. 6) Supporting self-leadership through effective team building by encouraging open-mindedness, utilizing technology, and developing collaborative work systems. 7) Promoting a culture of self-leadership by caring for staff, supporting learning, and creating an environment that fosters participation and leadership at all levels.
This research offers practical guidelines that can be applied to enhance the super-leadership of school administrators, aiming to elevate the quality of educational management at the local level in an effective and sustainable manner.
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References
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