THE DEVELOPMENT OF A LEARNING LEADERSHIP ENHANCEMENT MODEL FOR MODERN TEACHERS TO IMPROVE LEARNER QUALITY AT BAN NONG THAO SCHOOL UNDER THE UBON RATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 4

Abstract

 The objectives of this research were: 1) to study the baseline data for enhancing new generation teacher leadership to improve student quality at Ban Nong Thao School; 2) to develop a model for enhancing new generation teacher leadership; 3) to implement the developed model; and 4) to evaluate the developed model. The sample consisted of 62 participants, including teachers, school committee members, and students, along with 13 experts. The research instruments included questionnaires, interviews, assessment forms, and tests. Data were analyzed using descriptive statistics, the Modified Priority Needs Index (PNI_modified), and the Wilcoxon Signed Ranks Test.

The research findings were as follows:

1. The baseline study revealed 8 key components of new generation teacher leadership with 24 indicators. The overall (PNI_modified) was 0.170, with the top three priority needs being: proactive instructional management (0.180), measurement and evaluation for learning development (0.169), and proactive learning planning and design (0.161).


2. The developed model consisted of 5 components: 1) Principles, 2) Objectives, 3) Content, 4) Implementation, and 5) Evaluation. Experts assessed the overall validity and suitability of both the model and the implementation manual at the highest level.


3. After the implementation, teachers demonstrated significantly higher knowledge and understanding of new generation teacher leadership compared to pre-implementation at the .001 significance level (Z = -4.12, p < .001). Furthermore, their proactive instructional management capabilities were at the highest level.


4. Student quality showed an upward trend across RT, NT, and O-NET assessment results, as well as academic achievement. All students met the criteria for reading, analytical thinking, and writing skills (100%). The model was rated as having the highest level of feasibility and utility, and the satisfaction levels among teachers, students, and school committee members were also at the highest level.