Abstract
<p style="text-align:justify">The objectives of this research were to: 1) Study the suitability of the indicators to be included in the model, 2) Test the consistency of the model developed from the theories and research studies’ empirical data, 3) Evaluate reliability value of the main components, the sub-components and other related indicators. The population used in the research were the teachers in the schools under the local administrative organization of Thailand. The multistage random sampling was used for the selection of 660 samples from a total population of 30,359 teachers across the country. The following results were observed: 1) All of the 52 indicators used in the research were appropriate according to the specified criteria, 2) The theoretical model was found to have been consistent with the empirical data. All of the statistical figures including; Relative Chi-Square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index: NFI, were found to have met with the specified criteria in both the first and the second confirmation factor analyzes, and 3) The primary element’s factor loading was between 0.73 to 1.48, which is higher than the criteria of 0.70, the sub-element’s factor loading was between 0.67 to 1.72 and the indicators weight was between 0.68 to 1.37, which is higher than the criteria of 0.30. These results indicate that the theoretical model developed in this research can be effectively used with construct validity for the development of the targeted samples in a research study.</p>
Highlights
These results indicate that the theoretical model developed in this research can be effectively used with construct validity for the development of the targeted samples in a research study
The factor loading values of all of the elements of the main components, the sub-elements and the indicators, were found to have matched with the set criteria, all were marked with statistical significance at a level of 0.01. These findings show that the 4 key elements, the 12 sub-elements and the 52 indicators indicated in the model developed in this research can be used to measure the underlying leadership among the teachers from the schools under the local community administration organization, with construct validity
That means Innovation and technology are changing the world and our daily lives. (Dedebali, 2020) In addition, if viewed from the awareness of the development of teachers in schools under the local administrative organization of Thailand, it was found that there was a policy to develop outstanding leadership for teachers based on the main components, sub-elements, and the indicators used in this research are
Summary
The need to acknowledge the indicators of outstanding leadership for teachers is of great importance. This is because the teachers in the 21st century must have self-leadership qualities in order to keep up with the change. The classroom activities should focus on children as a center of learning and the conventional teacher-centered should be made obsolete (Phanich, 2018). This idea is in line with Sinlarat's (2018) view on the extent that teachers in the 21st century must transform education with a focus on skills that lead to creativity and new innovations. Teachers are the important variables in making all these qualities happen
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