Abstract
The purpose of this descriptive study was to examine the structural relationship model of resourceful leadership indicators for secondary school principals. The proposed model was developed from theoretical frameworks and empirical data collected by using the 5-level rating scale questionnaire. The reliability of the questionnaire was .978. The population consisted of 2,359 secondary school principals under the jurisdiction of the Office of the Basic Education Commission. We employed 20:1 sample members and parameters for the sample size, getting 700. The data analysis was done with the 618 returned questionnaires. The results showed that the proposed model was consistent with empirical data with the following statistical metrics: relative Chi-square (CMIN/DF), root mean square error of approximation (RMSEA), goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI). Those were conformed to defined research hypotheses.
Highlights
1.1 Research ProblemIn 2013, the Teachers’ Council of Thailand stipulated the professional standards of the school principals in three areas, namely knowledge and professional experience, teaching performance, and teacher’s behavior
The research tool was questionnaire divided into 2 parts: (a) checklist questions regarding the status of the respondents, and (b) 5-level rating scale questions regarding the level of resourceful leadership for secondary school principals
The data were analyzed by computer program for the following statistics: (a) Frequency and percentage showing the status of the respondents, (b) Mean and distribution coefficients determining the appropriate set of indicators, (c) Pearson’s correlation coefficient and Barlette’s Test of sphericity used to verify variables and Kaiser-Meyer-Olkin (KMO) Test used for examining sampling adequacy, and (d) First order confirmatory factor analysis used in the four measurement models (i.e. Having Visions (HAVI), Networks (NETW), Teamwork (TEAM), and Openness to Learn (OPEN)), and second order confirmatory factor analysis used in the Resourceful Leadership (RESOL) measurement model
Summary
In 2013, the Teachers’ Council of Thailand stipulated the professional standards of the school principals in three areas, namely knowledge and professional experience, teaching performance, and teacher’s behavior (code of conduct). The 11th Standards of Leadership and Building Leadership-Professional executives create organizational culture by sharing, leading, implementing, and organizing the system aligned with the culture. Those who have successfully completed their tasks are eligible to be nominated for an award. The principals should create a sense of accomplishment to all members as well as build leadership in all position levels, leading to a true learning of the organization. The principals should create a sense of accomplishment to all members as well as build leadership in all position levels, leading to a true learning of the organization. (Teachers’ Council of Thailand, 2013)
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