Proactive Leadership in School Administration for Enhancing Teachers’ Proactive Work Behavior

บทคัดย่อ

This conceptual article synthesizes the literature on proactive leadership in school administration and examines its implications for enhancing teachers’ proactive work behavior. Amid increasingly complex and dynamic educational environments, school administration requires leadership approaches that move beyond reactive management toward anticipatory and developmental practice. The article draws on an integrative review of literature on proactive leadership, proactive school management, empowering leadership, work meaningfulness, organizational support, and teacher proactivity. The synthesis suggests that proactive leadership plays an important role in shaping the organizational conditions under which teachers are more likely to initiate change, engage in adaptive problem solving, and extend their work beyond routine expectations. Specifically, proactive leadership appears to strengthen teachers’ proactive work behavior by creating supportive professional conditions, enhancing perceived work meaningfulness, and legitimizing initiative, shared responsibility, and proactive action. The article further argues that proactive leadership should be theorized not merely as a personal leadership quality, but as an administrative orientation embedded in school structures, communication patterns, and professional relationships. From this perspective, teachers’ proactive work behavior is better understood as a contextually enabled form of professional agency rather than a purely dispositional trait. The article concludes that proactive leadership provides a useful conceptual foundation for rethinking school administration in ways that enhance teacher agency and promote sustainable school improvement.