TEACHER LEADERSHIP DEVELOPMENT MODEL IN THE INSTRUCTIONAL MANAGEMENT IN DISRUPTION PERIOD OF PRIMARY SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION IN NORTH-EASTERN

Abstract

The objectives of this research were: 1) to study the components of teacher leadership in learning management within the era of disruption; 2) to construct and develop a teacher leadership development model; and 3) to evaluate the effectiveness of the developed model in primary schools under the Office of the Basic Education Commission in Northeastern Thailand. This study employed a Research and Development (R&D) methodology, conducted in three phases: Phase 1 involved studying components through literature reviews, expert interviews, and a sample group of 423 teachers. Phase 2 focused on constructing and developing the model, followed by suitability validation by experts. Phase 3 involved implementing the model with 30 teachers from 13 schools. The research instruments included semi-structured interviews, rating scale questionnaires, and a teacher leadership assessment form. Data were analyzed using frequency, percentage, mean, and standard deviation. The results of the research revealed that: 1) Components of teacher leadership in learning management during the era of disruption consisted of 5 components and 57 indicators: Self-Development, Innovation Construction, Curriculum Development, Learning Management, and Technological Utilization. 2) The teacher leadership development model comprised 6 components: Principles, Objectives, Content, Processes, Learning Media, and Measurement and Evaluation. 3) The effectiveness evaluation of the model indicated that the overall suitability was at the highest level ($\bar{x} = 4.80$). Furthermore, teachers who participated in the development program demonstrated a 19.80% increase in teacher leadership for learning management in the era of disruption.

Keywords: Development Models, Teacher Leadership, Disruptive Era, Learning Management