Abstract

This research aimed to develop and evaluate a creative leadership program for secondary school teachers under Provincial Administrative Organizations in Northeastern Thailand. Employing a comprehensive research and development methodology, the study proceeded through three sequential phases. In Phase 1, we analyzed the components of creative leadership through content analysis and confirmatory factor analysis, collecting data from 700 and 500 teachers respectively. Phase 2 involved developing the creative leadership program by synthesizing program design literature and conducting a connoisseurship seminar with seven experts to evaluate its appropriateness and feasibility. In Phase 3, we implemented the program with 33 teachers and assessed its effectiveness. Data collection instruments included questionnaires, semi-structured interviews, and evaluation forms, with analysis conducted using descriptive statistics. Results revealed three distinct creative leadership components comprising 11 indicators: 1) Imagination (creative thinking, sense of humor, knowledge, and creative problem-solving); 2) Vision (vision creation, vision implementation, and vision dissemination); and 3) Divergent Thinking Skills (originality, fluency, flexibility, and elaboration). The developed program integrated five essential elements: theoretical principles, measurable objectives, three content modules corresponding to the identified components, a Three-Dimensional Development Model focusing on knowledge, practice, and reflection dimensions, and comprehensive evaluation methods. Implementation results demonstrated that teachers’ creative leadership behaviors increased significantly from “high” to “very high” levels, with program satisfaction rated at the “highest” level, confirming the program’s effectiveness for enhancing creative leadership capabilities among secondary school teachers in transitional educational contexts.

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