Academic Leadership of School Administrators Affecting Being Professional Learning Community of Schools under the Office of Khon Kaen Primary Educational Service Area 1

 Academic Leadership of School Administrators Affecting Being Professional Learning Community of Schools under the Office of Khon Kaen Primary Educational Service Area 1

ภาวะผู้นําทางวิชาการของผู้บริหารสถานศึกษาที่ส่งผลต่อการเป็นชุมชนแห่งการเรียนรู้ทางวิชาชีพของสถานศึกษาสังกัดสํานักงานเขตพื้นที่การศึกษาประถมศึกษาขอนแก่น เขต 1

 

นิยดา  เปี่ยมพืชนะ

Niyada  Piamphuechana

มหาวิทยาลัยภาคตะวันออกเฉียงเหนือ

NorthEastern University, Thailand

วารสารร้อยแก่นสาร ปีที่ 10 ฉบับที่ 1 (มกราคม 2566)
Journal of Roi Kaensarn Academi Vol.10 No.1 (January 2023)

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

The objectives of this research were to study 1) the academic leadership of school administrators and being a professional learning community of schools, 2) the relationship between academic leadership of school administrators and being a professional learning community of schools, and 3) the predictor variable of academic leadership of school administrators and being professional learning community of schools. This research was Predictive or Correlational Research. The sample group consisted of 337 administrators and teachers of schools under the Office of Khon Kaen Primary Educational Service Area 1 using the Stratified Random Sampling method. The research instrument was a 5-level rating scale questionnaire. The statistics used for analyzing data comprised frequency, percentage, mean, standard deviation, Pearson product-moment correlation, and Stepwise multiple regression analysis. The research results found that: 1) Academic leadership of school administrators, in overall, was rated at a high level. Being a professional learning community of school administrators, in overall, was rated at a high level. 2) The correlation coefficient of academic leadership of school administrators and being a professional learning community of school administrators, in overall, was rate data high level of relationship. 3) Predictor variable of academic leadership of school administrators affecting being professional learning community of schools was found that there were tested 5 variables had a statistically significant relationship at .01 level ranked according to the relationship as follows: the aspect of professional development, educational supervision, creating academic atmosphere, teaching management and vision setting with prediction coefficient of 96.50%.

Unstandardized Score:

Conceptual Framework

This research examines the academic leadership of school administrators and its impact on creating a professional learning community (PLC) within schools. The study builds upon scholarly perspectives that highlight five essential qualities of academic leaders: vision setting, instructional management, creating an academic atmosphere, educational supervision, and professional development. These qualities aim to foster a collaborative learning community with a shared vision, teamwork, collective leadership, professional development, supportive relationships, and a supportive structural foundation.

📐Research Methodology

This study employs a predictive and correlational research design to investigate the academic leadership qualities of school administrators and their impact on establishing a professional learning community (PLC) within primary schools in Khon Kaen, under the Office of Khon Kaen Primary Educational Service Area 1.

1.     Population and Sample:

The population consisted of 2,134 individuals, including 156 school administrators and 1,978 teachers. A sample size of 337 respondents, including 25 administrators and 312 teachers, was selected using stratified random sampling based on the formula provided by Yamane (1973) with a 5% margin of error. This sampling method ensures that each subgroup within the population is proportionately represented.

2.     Research Instrument:

A 5-point Likert scale questionnaire was developed and validated for data collection, consisting of three sections:

o    Section 1: General demographic information, such as gender, educational background, and work experience, in checklist format.

o    Section 2: Academic leadership attributes across five areas: vision setting, instructional management, academic atmosphere creation, educational supervision, and professional development, with five items per area.

o    Section 3: Dimensions of the PLC within schools, assessed across six areas: shared vision, collaborative teamwork, shared leadership, professional development, community support, and structural support for the PLC.

3.     Instrument Validation and Reliability Testing:

The questionnaire’s content validity was confirmed by five experts, yielding a Content Validity Index (CVI) of 0.80 to 1.00. The instrument was then pilot-tested on a group of 30 participants not included in the main sample. The reliability, measured by Cronbach’s Alpha, was 0.95, indicating a high level of internal consistency.

4.     Data Collection Procedure:

Data collection involved three stages:

o    Coordination: The researcher sought permission from the Northeastern University Faculty of Education to distribute the questionnaires.

o    Distribution: Questionnaires were sent to sampled schools under Khon Kaen Primary Educational Service Area 1.

o    Collection and Verification: Responses were collected and reviewed for completeness before analysis.

5.     Data Analysis:

o    Descriptive Statistics: Frequency, percentage, mean, and standard deviation were used to analyze general demographic data and the levels of academic leadership and PLC.

o    Correlation Analysis: Pearson's Product-Moment Correlation was employed to examine relationships between academic leadership and PLC factors.

o    Multiple Regression Analysis: Stepwise multiple regression was used to identify the best predictors of PLC establishment based on the academic leadership qualities.

 

🔑Key Findings

1. Level of Academic Leadership - Academic leadership of administrators was rated high overall, with instructional management as the most prominent area.
2. Level of Professional Learning Community - The PLC level was also rated high, particularly in professional development.
3. Correlations - Positive correlations were found between academic leadership and PLCs. Key variables with the strongest influence were vision setting and professional development.

🔆New Knowledge

This research highlights the critical role of academic leadership in strengthening professional learning communities. Effective leadership fosters collaboration, enhancing professional growth and cooperation among teachers and administrators. The research emphasizes the need to prioritize professional development in the academic leadership framework.

Recommendations

1. Administrators should enhance their leadership in professional development and demonstrate clear academic leadership.
2. Schools should support the development of PLCs across all dimensions, including creating an environment conducive to knowledge sharing and promoting shared leadership among teachers.