Strategic Guidelines for Enhancing Creative Leadership Among School Administrators: A Case Study of Kalasin Primary Educational Service Area Office 1

Abstract

This research consists purposes were 1. to investigate the current and desirable states of creative leadership among school administrators 2. to determine the priority needs for developing creative leadership and 3. to establish guidelines for developing the creative leadership of school administrators under the Kalasin Primary Educational Service Area Office 1. This study employed a mixed-methods approach using an exploratory survey design. The research instruments consisted of questionnaires and a semi-structured interview. The questionnaire demonstrated item discrimination indices ranging from 0.48 to 0.88, with an overall reliability coefficient of 0.88. The questionnaire on desirable conditions showed discrimination indices ranging from 0.52 to 0.89, with a reliability coefficient of 0.97. The sample group comprised 330 school administrators and teachers, selected through stratified random sampling. In addition, five key informants were purposively selected as the target group for the interview. The quantitative data collected from the questionnaires were analyzed using descriptive statistics, including percentage, mean, standard deviation and the Priority Needs Index (PNI). The qualitative data obtained from the interviews were analyzed using content analysis. The research findings revealed that 1) The current state of creative leadership among school administrators, overall, was at a high level (x̅ = 3.88, S.D. = 0.28), while the desirable state of creative leadership, overall, was at the highest level (x̅ = 4.73, S.D. = 0.28) 2) The overall Priority Needs Index (PNI) for creative leadership was 0.21. When considered by aspect and ranked from highest to lowest, the results were as follows: teamwork (0.24), imagination (0.23), flexibility (0.23), vision (0.22), and creativity (0.16), respectively and 3) A total of 48 guidelines for developing creative leadership among school administrators were proposed. The evaluation results indicated that the guidelines were appropriate at a high level and feasible at the highest level.