Abstract

This research examined learning leadership among school administrators for educational quality development in Ubon Ratchathani Primary Educational Service Area Office 3. The study aimed to: 1) assess learning leadership levels, 2) compare levels by position, work experience, and school size, and 3) identify development approaches. The sample included 323 administrators and teachers, with 6 participants selected for qualitative interviews through purposive sampling. A 5-point Likert scale questionnaire (reliability = .97) and structured interviews were used. Data analysis employed descriptive statistics, t-tests, F-tests, and Scheffe’s post-hoc tests. Findings indicated the learning leadership was at a high level overall. Significant differences (p < .01) were found across position, experience, and school size. Five development approaches were identified: 1) Team Learning—establishing shared objectives and promoting collaborative communication through technology; 2) Technology Utilization—developing technological skills and integrating technology in administration and learning management; 3) Creativity—fostering creative environments and supporting innovative teaching methods; 4) Learning-Conducive Environment—implementing participatory management, allocating resources, and developing safe learning spaces; and 5) Learning Innovation Development—promoting innovation application in learning processes and educational administration to enhance quality.

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