Needs Assessment of Leadership Development for Teachers in Schools under Nakhon Phanom Primary Education Service Area Office 2

Abstract

This study aimed to assess and guidelines for leadership development for teachers in schools under Nakhon Phanom Primary Education Service Area Office 2. The objectives of this research were: 1) to study the components of teacher leadership in schools, 2) to study the present and expected conditions of teacher leadership in schools, 3) to assess the necessary needs for the development of teacher leadership in schools, and 4) to find guidelines for teacher leadership development in schools under the jurisdiction of the Nakhon Phanom Primary Educational Service Area Office 2. According to Krejcie and Morgan's table,  the participants comprised 327, administrators and teachers in schools under Nakhon Phanom Primary Education Service Area Office 2 in the academic year 2022. They were selected by using multi-stage random sampling. The research instruments used in the study was the 5-point Likert scale questionnaires, in which the part of the current state indicated validity index ranged between 0.60-1.00, the discrimination power index ranged between 0.36-0.87 and the reliability value index at 0.98, whereas the part of the desirable state indicated validity index ranged between 0.60-1.00, discrimination power index ranged between 0.50-0.87 and reliability value index at 0.99. The collected data were analyzed for frequency, percentage, standard deviation, and PNI modification.

        The findings were as follows. 1) The component of teacher leadership in school comprised four components, namely (1) Development participation, (2) Curriculum development, (3) Transformational Leadership, and (4) Self-development and others. 2) The current state of teacher leadership, overall, was at the high level, whereas the desirable state was at the highest level. 3) The results of needs assessments of leadership development of teachers in school showed that Curriculum development was the highest need, followed by Transformational Leadership. 4) The guidelines for the leadership development of teachers consisted of two aspects, namely Curriculum development and Transformational Leadership.