Abstract

The objective of this research was to develop a model of instructional leadership for principals of small-sized primary schools under the Office of the Basic Education Commission in Northeastern Thailand. The research employed a Research and Development (R&D) methodology, consisting of four phases: (1) synthesis of relevant literature and previous research; (2) analysis of needs for the development of instructional leadership among school principals; (3) development of the instructional leadership development model; and (4) implementation and evaluation of the model. The research instruments included: (1) a questionnaire assessing current and desired conditions of instructional leadership in competency-based learning management; (2) pre-test and post-test for workshop participants; and (3) an instructional leadership behavior assessment form. The statistical methods used were percentage, mean, standard deviation, PNI Modified, Wilcoxon Signed-Rank Test, and One Sample t-test. The findings were as follows: The synthesized components of instructional leadership consisted of seven elements: (1) setting vision, mission, and learning goals; (2) curriculum and instructional management; (3) fostering learning environments and providing learning resources; (4) staff development; (5) supervision, monitoring, and evaluation; (6) student development; and (7) ethics and professional code of conduct. The component with the highest priority need index was staff development (PNI Modified = 0.145), followed by student development (PNI Modified = 0.132), and vision, mission, and learning goals (PNI Modified = 0.130). The developed model consisted of the following components: guidelines for implementation, rationale and significance, model principles, objectives, content, development processes, learning materials and resources, and monitoring and evaluation methods. The comparison between pre-training and post-training scores showed a statistically significant difference at the .05 level, with post-training scores being higher. The assessment of instructional leadership behavior using One Sample t-test (with a benchmark mean of 3.51) revealed that the post-training scores were significantly higher than the benchmark at the .05 level.

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