Guidelines for Developing Creative Leadership in the 21st Century Among Administrators of Educational Institutions Under the Office of Secondary Educational Service Area Sisaket Yasothon

Abstract

This research consists purposes were 1. to examine the current conditions, desirable conditions, and priority needs of 21st-century creative leadership among school administrators under the Secondary Educational Service Area Office Sisaket Yasothon and 2. to explore guidelines for developing 21st-century creative leadership among school administrators under the Secondary Educational Service Area Office Sisaket Yasothon. This study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The research instruments consisted of a questionnaire, which demonstrated a reliability coefficient of 0.985, and a semi-structured interview form. The sample group comprised 346 participants, including 83 school administrators and 263 teachers. In addition, five key informants were selected through purposive sampling for in-depth interviews. Quantitative data obtained from the questionnaire were analyzed using descriptive statistics, including mean, standard deviation and a priority needs analysis. Qualitative data derived from the interviews were analyzed using content analysis. The findings revealed that 1) The overall current condition of the development guidelines was at a moderate level (x̅ = 3.21, S.D. = 0.70), whereas the overall desirable condition was at the highest level (x̅ = 4.53, S.D. = 0.61), Additionally, the priority needs index for developing the practices of 21st-century creative leadership, as perceived by school administrators and teachers, was 0.29 overall and 2) The guidelines for developing 21st-century creative leadership, as perceived by school administrators and teachers, consisted of the following components 2.1) Visionary Leadership: Administrators should possess a broad and forward-looking vision while prioritizing learner-centered education 2.2) Creativity Administrators should encourage out-of-the-box thinking, promote the adoption of innovations and foster a participatory working atmosphere 2.3) Flexibility and Adaptability: Administrators should be able to adjust management practices appropriately, remain open to diverse opinions, and serve as role models for continuous learning and 2.4) Analytical Thinking and Problem Solving: Administrators should employ information-based decision-making, provide opportunities for personnel participation, and view problems as opportunities for sustainable school development.