GUIDELINES FOR DEVELOPMENT OF INNOVATIVE LEADERSHIP WITH CREATE A PROFESSIONNAL LEARNING COMMUNITY OF SCHOOL ADMINISTRATORS IN THE UNDER BANGKOK (EASTERN BANGKOK GROUPS)

Abstract

   Driving educational institutions in an era of disruptive change requires school administrators with visionary perspectives and the ability to cultivate an organizational culture that supports collaborative learning. This research aimed to: 1) study the level of innovative leadership among school administrators under the Bangkok Metropolitan Administration, Eastern Bangkok Group; 2) study the level of professional learning community development among school administrators under the Bangkok Metropolitan Administration, Eastern Bangkok Group; 3) examine the relationship between innovative leadership and professional learning community development; and 4) propose guidelines for developing innovative leadership and professional learning communities. This study employed a mixed-methods research design. The quantitative sample consisted of 364 teachers from schools under the Bangkok Metropolitan Administration, Eastern Bangkok Group, determined using Yamane’s sample size formula. The qualitative informants were five school administrators selected through purposive sampling. The research instruments included a questionnaire with a reliability coefficient of 0.97 and a structured interview form. Data were analyzed using percentage, mean, standard deviation, Pearson’s correlation coefficient, and content analysis.  The findings revealed that: 1) the overall innovative leadership of school administrators was at a high level (= 3.70, SD = 0.52). The highest-rated aspect was visionary change (= 3.77, SD = 0.63), while the lowest-rated aspect was risk management (= 3.62, SD = 0.68); 2) the overall development of professional learning communities was at a high level (= 3.70, SD = 0.51). The highest-rated aspect was shared vision and values ( = 3.76, SD = 0.62), while the lowest-rated aspect was sharing personal practice ( = 3.64, SD = 0.68); 3) innovative leadership had a high positive correlation with professional learning community development (r = 0.836), with statistical significance at the .01 level; and 4) the proposed development guidelines suggest that school administrators should transform their roles into “innovative facilitators,” establish a shared vision of “innovative schools” through participatory processes, promote shared leadership, implement proactive risk management, create a flexible innovation ecosystem, and shift supervision toward collegial coaching.