Abstract
This research was conducted to develop indicators and test the congruence of structural relationship model and the indicator concurrent validity of creative and productive leadership for basic education school administrators. The first phase was creation of framework and outlining factors as well as indicators by focus group discussion with 9 experts selected by purposive sampling. The second phase was creation and developing indicator. A sample of 630 people was selected by multistage sampling composed of educational administrators, school administrators, and teachers in schools under the Office of the Basic Education and the same sample of 802 people in the third phase. The third phase was congruence examination of structural relationship model of indicators with empirical data. The fourth phase involves checking concurrent validity of indicators with known-group. A sample of 139 people was implemented comprising administrators. Research instrument were focus group discussion and questionnaire. A software package was used in statistical analysis. The results showed that: Indicators of creative and productive leadership for basic education school administrators consisted with 46 indicators of 5 main factors in descending order: Production (PRO) (s = 0.991), participation (PAR) (s = 0.981), adaptation (ADA) (s = 0.933), creation (CRE) (s = 0.894), and discretion (DIS) (s = 0.677). The model fit to empirical data: Chi-Square (χ2) = 871.021, df = 859, p-value = 0.3803, CFI = 1.000, TLI = 1.000, RMSEA = 0.004, SRMR = 0.017, and χ2/df = 1.014 and all indicators had concurrent validity showing the level of statistical significance of 0.01. Key words: Creative and productive leadership, indicators.
Highlights
The Thailand 4.0 Model is a policy declared by the Thai government for the purpose of developing economy of Thailand to become one of the developed countries by transforming the economic structure into value-based economy
The author sees the development of indicators of creative and productive leadership (CPL) for basic education school administrators as important since it can be used as a guideline for improving educational quality according to the Thailand 4.0 Model that emphasizes human resources for better security, wealth, and sustainability within the country
In Phase 2 which involves exploratory factor analysis of creative and productive leadership for basic education school administrators, the population consisted of 343,243 people who were educational administrators, school administrators, and teachers of 2019 academic year under the Office of the Basic Education Commission
Summary
The Thailand 4.0 Model is a policy declared by the Thai government for the purpose of developing economy of Thailand to become one of the developed countries by transforming the economic structure into value-based economy Creativity to overcome middle-income, inequality, and imbalance traps Educational management in this era enable learners to create their innovation, to have critical thinking skill, and to have literacy of global changes that can lead to abilities of valuable productivity, self- and social responsibility, and increase of global competitiveness. The author sees the development of indicators of creative and productive leadership (CPL) for basic education school administrators as important since it can be used as a guideline for improving educational quality according to the Thailand 4.0 Model that emphasizes human resources for better security, wealth, and sustainability within the country
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