THE INNOVATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS ACCORDING TO TEACHERS' PERSPECTIVES IN NONTHABURI EDUCATIONAL 1 UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONTHABURI

Abstract

The objective of this study was to examine the level of innovative leadership among school administrators and to gather recommendations for its development, based on the perspectives of teachers in the Nonthaburi 1 Educational Network under the jurisdiction of the Secondary Educational Service Area Office Nonthaburi. The sample group consisted of 226 teachers from the Nonthaburi 1 Educational Network. The research instrument used was a five-point Likert scale questionnaire, which was validated for content validity with an Index of Item-Objective Congruence (IOC) of 1.00 and demonstrated a reliability coefficient of 0.996. The statistical methods employed for data analysis included mean, percentage, and standard deviation. 

Research findings revealed that:

• The overall level of innovative leadership among school administrators, as

perceived by teachers in the Nonthaburi 1 Education Network under the jurisdiction of the Secondary Educational Service Area Office Nonthaburi, was rated at a high level (  = 3.72, S.D. = 1.05). When considering individual dimensions, all were also rated at a high level. Ranked by mean scores from highest to lowest, the dimension with the highest mean was creating a learning-conducive atmosphere and culture, followed by creative thinking and organizational development, respectively. The dimension with the lowest mean was risk management.

• Regarding recommendations for the development of innovative leadershipamong

school administrators, based on teachers’ perspectives in the Nonthaburi 1 Education Network, it was found that administrators should articulate a clear vision for integrating technology and innovation into school management. They should promote staff participation in innovation development, support knowledge sharing, and foster an environment that encourages creativity. Additionally, attention should be given to risk management by developing strategic responses to change in order to enhance the effectiveness of school administration.