Development of Indicators and Approach for Enhancing Chinese Language Teacher Leadership of Secondary Schools in the Northeast

Abstract

The leadership of Chinese language teachers holds great importance, as teachers play a crucial role in shaping the future of students and society as a whole. Currently, China recognizes the significance of education management, and as the center of economic and social development in Asia, teacher leadership becomes a vital factor in ensuring quality learning outcomes. This research aims to achieve the following objectives: 1) Explore the components and leading indicators of Chinese language teachers in secondary schools in the northeast region of Thailand; 2) Test the concordance of the measurement model for Chinese teacher leadership; 3) Study the approach for enhancing Chinese language teacher leadership; and 4) Investigate the results of implementing the approach at the secondary school. The research employed a mixed methods approach, consisting of four phases. Descriptive statistics and statistical packages were utilized for data analysis. The results revealed that the leadership of Chinese language teachers at the secondary level comprises four main components and twelve indicators. The measurement model for Chinese teacher leadership demonstrated consistency with empirical data, displaying statistical significance with a P-value of 0.30, RMSEA of 0.033, SRMR of 0.04, CFI of 0.99, and TLI of 0.99. Based on these findings, the approach for enhancing Chinese language teacher leadership, including the following aspects: Change leader: Teachers should possess a systematic operational plan that aims towards desired goals and be adaptable to adjust according to the situation. Self-development: Teachers need to formulate development plans for future goals, acquire knowledge, skills, and academic leadership, and exhibit creative thinking and innovative approaches. Teaching role model: Teachers should foster an environment that encourages freedom of thought, assertiveness, and strong teacher-student relationships. Participation in development: Teachers should collaboratively plan curriculum development, ensuring that teaching and learning meet international standards of academic excellence. They should also encourage multilingual communication and the production of creative work. Finally, the implementation of the guidelines yielded positive results, proving their appropriateness, feasibility, and usefulness across all aspects at a high level.