Abstract
The purpose of this research was to develop the program on learning leadership strengthening for school principals under the secondary educational service areas. This study methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR) with 4 phases. They were 1) finding the components and indicators of learning leadership, 2) study of the present and desirable condition of learning leadership, 3) developing learning leadership strengthening model, and 4) study of the implementation results program of learning leadership strengthening for school principals under the secondary educational service areas. The research findings reveal the program development comprises 70:20:10 ratio of learning leadership development—70 percent on the job experience and off the job experience, 20 percent professional learning community (PLC) process and personal feedback, and 10 percent training. The training involves 3 phases—phase 1 is training, phase 2 is integration with work practice, and phase 3 is follow up and evaluation.
Highlights
At present knowledge in many fields has been developed rapidly especially on technology that learning must adapt to this rapid change
This study methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR) with 4 phases as shown in Figure 1 below
2) School principals under the secondary education service areas have learning leadership at medium level ( Χ =3.24), need desirable condition at high level ( Χ =4.38) and have needs indices for learning leadership strengthening at high level for all components (PNImodified=0.319 - 0.380)
Summary
At present knowledge in many fields has been developed rapidly especially on technology that learning must adapt to this rapid change. While the progress of technology and knowledge transfer have been at endless accelerated pace, teacher needs self-development to enter the new world of learning and improve teaching process to be in line with new learning behavior. The new learning society emphasizes learner receiver of knowledge but innovation creator This is the turning point for teacher to cross the Education 3.0 border line to the new teaching system or Education 4.0. School administrators with learning leadership transform leadership role from controlling school effectiveness to facilitate others with emphasis on coaching and supervising to school staff They seek new knowledge to improve their tasks. Vol 11, No 12; 2018 persuasion to lead others develops knowledge, experience and skills (Neuman & Simmons, 2000; Deborah, 2002, pp. 61-63)
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