ภาวะผู้นำของผู้บริหารสถานศึกษาในชุมชนที่มีควาหลากหลายทางชาติพันธุ์ของสถานศึกษาในศูนย์พัฒนาคุณภาพการศึกษานเรศวร สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงใหม่เขต 3

Abstract

This mixed-methods research aimed to study 1) the leadership of school administrators in ethnically diverse communities and 2) guidelines for developing the Leadership of School Administrators in Ethnically Diverse Communities of Schools in the Naresuan Educational Quality Development Center Under the Chiang Mai Primary Educational Service Area Office 3. The research population consisted of 105 school administrators and teachers. The research instruments included a 5-level Likert scale questionnaire and interviews. Data were analyzed using percentages, means, standard deviations, and content analysis. The research instrument demonstrated an overall reliability coefficient of 0.89. The results showed that the overall leadership of school administrators in ethnically diverse communities was at a high level. When considered individually, all aspects were found to be at a high level, ranked from highest to lowest mean: creativity, integration of community resources, use of information technology, and self-directed learning. Guidelines for developing the leadership of school administrators included promoting a learning environment that allows students to express themselves and experiment with new learning approaches; allocating and integrating local resources such as language, culture, wisdom, and community lifestyles; increasing equal access to technology and establishing a systematic technology policy; and developing flexible learning design skills to accommodate the differences in abilities and backgrounds of learners in ethnically diverse communities.