Innovative Leadership of School Administrators Affecting Teacher’s Instructional Management in School Under the Office of Chiang Rai Primary Educational Service Area 3

Abstract

The objectives of this research were: (1) to study the level of innovative leadership of school administrators; (2) to study teachers’ learning management in schools; and (3) to examine the innovative leadership of school administrators affecting teachers’ learning management in schools. The research employed a quantitative research design based on a conceptual framework. The research area covered schools under the Office of Chiang Rai Primary Educational Service Area 3. The samples consisted of 327 participants, including school administrators and teachers. The sample size was determined using Krejcie and Morgan’s sampling table, and the participants were selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire divided into three parts: (1) general information, (2) innovative leadership of school administrators in six aspects, and (3) teachers’ learning management in schools in five aspects. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and multiple regression analysis.

The research results were found as follows; 1. the overall innovative leadership of school administrators was at the highest level. The aspect with the highest mean score was creative thinking, followed by teamwork and participation, information and communication technology utilization, visionary leadership and change management, innovation-oriented organizational climate, and risk management, respectively. 2. The overall teachers’ learning management in schools was also at the highest level. The aspect with the highest mean score was the use of media and information technology in learning management, followed by curriculum development, learning activity management, learning design, and learning assessment and evaluation, respectively. 3. The innovative leadership of school administrators in four aspects—namely teamwork and participation, innovation-oriented organizational climate, creative thinking, and risk management—significantly predicted teachers’ learning management at the .05 level of significance, explaining 34.30% of the variance in teachers’ learning management.