THE DEVELOPMENT OF THE ACADEMIC LEADERSHIP MODEL OF THE BASIC EDUCATIONAL SCHOOL ADMINISTRATORS IN THE UPPER SOUTHERN REGION

Abstract

The objectives of this research were: (1) To study the components of academic leadership of the basic educational school administrators in the upper Southern Region; (2) To study the present and admirable academic leadership of the basic educational school administrators in the upper Southern Region; (3) To study the need in development of academic leadership model of the basic educational school administrators in the upper Southern Region; (4) To develop the academic leadership model of the basic educational school administrators in the upper Southern Region, and (5) To confirm the suitability of the developed academic leadership model of the basic educational school administrators in the upper Southern Region. The research findings were revealed as follows: (1) The academic leadership of the basic educational school administrators in the upper Southern Region consisted of 6 components as follows; school mission setting, course management, enhancing the academic climate, educational supervision, research to improve the quality of education, and professional teacher; (2) The present and desirable conditions of the academic leadership of the basic educational school administrators in the upper Southern Region were overall at a high level; (3) The Priority Needs Index of the development of the academic leadership of the basic educational school administrators in the upper Southern Region were listed in the following orders; course management, enhancing the academic climate, educational supervision, research to improve the quality of education, professional teacher, and school mission setting; (4) The developed academic leadership model of the basic educational school administrators in the upper Southern Region consisted of 6 components as follows; school mission setting with 11 indicators, course management with 11 indicators, enhancing the academic climate with 12 indicators, educational supervision with 12 indicators, research to improve the quality of education with 11 indicators, and professional teacher with 12 indicators; and (5) The results of confirmation for the suitability of the academic leadership model of the basic educational school administrators in the upper Southern Region developed by the researcher were found to be appropriate and practical.