A Model for Teacher Leadership Development according to Education Reform in the 3rd Decade (B.E. 2562-2571) of Secondary Schools in the Area of the Regional Education Office, Region 11

Abstract

The purposes of this research were to 1) examine the components of teacher leadership in education reform in the 3^rd decade (B.E. 2562-2571), 2) develop a model for teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571) and 3) validate the effectiveness of a model for teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571). This research and development approach (R&D) was performed in three phases: Phase I: Component study of a model for teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571)era through document analysis, experts’ in-depth interviews and a survey research, the sample group consisted of 370 teachers working in secondary schools under the Regional Education Office, Region 11, in the 2019 academic year obtained by using stratified random sampling,  the sample size was determined by using Taro Yamane (1973) formula at error level of 0.05; Phase II: A development of a model for teacher leadership development according to education reform in the 3^rd decade era was confirmed by experts’ reviews; and Phase III: Validation of the Effectiveness of a model for teacher leadership development according to education reform in the 3^rd decade era, the sample group consisted of 24 teachers from three secondary schools under the Regional Education Office, Region 11.  The research instruments included a structured interview form, a set of rating scale questionnaires, and a leadership assessment form. Data were analyzed through frequency, percentage, mean and standard deviation. The research findings were as follows: 1) The components of teacher leadership in education reform according to the 3^rd decade (B.E. 2562-2571) consisted of 5 components with 22 indicators describing as follows:           1) Participation in work, comprising four indicators; 2) Curriculum Development and Learning Management in the Situation of COVID-19, comprising four indicators; 3) Professional Learning Community, comprising four indicators; 4) Leadership at work, comprising five indicators; and 5) Teacher Professional Competence in the age of Artificial Intelligence, comprising five indicators. 2) The model for teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571) included five components: 1) principles, 2) objectives,     3) contents, 4) development processes, and 5) measurement and evaluation. 3) The effectiveness of a model for teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571)developed model for teacher leadership development in education reform in the 3rd decade (B.E. 2562-2571) revealed that the model was appropriate at the highest level in overall. The  teacher leadership of teachers participating in teacher leadership development according to education reform in the 3^rd decade (B.E. 2562-2571) was at a higher level at the percentage of 28.60.