การศึกษาเพื่อสร้างทฤษฏีฐานราก: ภาวะผู้นำสถานศึกษา ของผู้อำนวยการโรงเรียนดีเด่นในพระราชอาณาจักรกัมพูชาA Grounded Theory Study: School Leadership of Outstanding Schools Principals in Cambodia การศึกษาเพื่อสร้างทฤษฎีฐานราก: ภาวะผู้นำสถานศึกษา ของผู้อำนวยการโรงเรียนดีเด่นในพระราชอาณาจักรกัมพูชา

Abstract

The objectives of this research were to present theory of school leadership of outstanding school principals in Cambodia to understand these issues are the characteristics, birth condition, performance, performance affecting factors, and the result of the school leadership of outstanding school principals. This study indicated the unique characteristics of outstanding school principals from leadership styles  as the unique self-administration. This collecting data were in-depth interviews, participatory observation, and small group discussion. The data recording was the descriptive information, behaviors, and working processes in compliance with the school leadership of outstanding school principals. The experience of the school staff and stakeholders conforming to theory that the researcher could interpret the meaning what happened and link towards the synthesis for conclusion. The main target group for the data collection consisted of the school administrators, staff, students, and shareholders. The data and analyzed were done by software.

         The results of the research were as follows 1) The school leadership characteristics of outstanding school principals were the administrative unique practices which consisted of the method of management in various sciences and directly related to the school principals’ individuality.  The knowledge, skills, and individual attitudes of the school leadership of principals took shape from the administrative that the outstanding school principals had established and linked with the school performance practices or culture. The leadership presence depends on the administration ideological adherence of the school principals, learning, and self-development and the consistency between the school leadership and school culture. 2) The conditions of the school leadership  such as personal background, self-inspiration, social impetus, relationship, and work experience. 3) The behavior of the school leadership of the outstanding school principals consisted of performing work with goals, making an interpersonal relationship, applying various administration materials and new techniques for school administration. The factors that affect to performance were polices and laws, administrators and original affiliations, subordinates, community, and state-holders, the resources and budgets. 4) The consequences from the school leadership of the outstanding school principals was the direct effects on the principals, students, and educational quality, and acceptance, community and society as well as creating new academic of educational administration.