THE PRIORITY NEEDS FOR DEVELOPING TEACHERS’ POSITIVE LEADERSHIP OF PRATOOCHAI SCHOOL

Abstract

This research aimed to examine the current state, the desirable state, and the priority needs for developing teachers’ positive leadership at Pratoochai School. The population consisted of 97 school administrators and teachers at Pratoochai School. The research instrument was a five-point rating scale questionnaire on the current and desirable states. The data were analyzed using frequency, percentage, arithmetic mean, standard deviation, and the Modified Priority Needs Index.

The research findings revealed that: 1) the overall current state of teachers’ positive leadership at Pratoochai School was at a high level. When considered by aspect, developing positive relationships and engaging in positive communication were at a high level, whereas leading positive thinking and creating positive value were at a moderate level; 2) the overall and individual aspects of the desirable state of teachers’ positive leadership at Pratoochai School were at the highest level. The aspect with the highest mean score was creating positive value, followed by engaging in positive communication, developing positive relationships, and leading positive thinking, respectively; and 3) the priority needs for developing teachers’ positive leadership at Pratoochai School, ranked from highest to lowest, were creating positive value, leading positive thinking, engaging in positive communication, and developing positive relationships, respectively. The findings indicate that the development of teachers’ positive leadership should primarily focus on creating positive value and leading positive thinking in order to encourage teachers to recognize the meaning of the teaching profession, connect instructional practices with student development goals, and continuously improve themselves.