A Study of Disruptive Leadership of School Administrators in the Eastern Economic Corridor (EEC)

A Study of Disruptive Leadership of School Administrators in the Eastern Economic Corridor (EEC)
การศึกษาภาวะผู้นําแบบ Disruptive Leadership ของผู้บริหารสถานศึกษาในเขตพัฒนาพิเศษภาคตะวันออก

 

พลธาวิน  วัชรทรธำรงค์¹   และศศินันท์  ศิริธาดากุลพัฒน์²

Pholthawin  Wacharadhornthumrong¹

ผู้อำนวยการโรงเรียนบางละมุง จังหวัดชลบุรี¹

 คณะศึกษาศาสตร์ มหาวิทยาลัยบูรพา²

Director of Anubanbanglamung School, Chonburi, Thailand

Faculty of Education, Burapha University, Thailand

 

ครุศาสตร์สาร  ปีที่ 17 ฉบับที่ 1 (มกราคม-มิถุนายน 2566)
Journal of Educational Studies Vol.17 No.1 (January – June 2023)

 

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut 

Abstract

This research aimed to 1) investigate the level of disruptive leadership of school administrators in the Eastern Economic Corridor (EEC) 2) compare the level of disruptive leadership as classified by gender,  educational background and work experience and 3) study guidelines for disruptive leadership development of school administrators in the Eastern Economic Corridor(EEC). The 512 samples consisted of 256 school administrators and  256  academic teachers in schools under the office of  Primary  Educational  Service Areas in the  Eastern  Economic  Corridor (EEC) which  were obtained  by  proportional stratified random sampling. The tools used in  the  research  was a set of  5-rating  scale questionnaires. The statistics used in the data analysis were frequency, percentage, mean, standard deviation, and t-test for independent Samples. The research findings were as follows: 1. The level of disruptive leadership of school administrators in schools under the office of Primary Educational Service Areas in the Eastern Economic Corridor (EEC) as a whole was at a high level, ranking from high to low of mean scores; there were digital leader, creative thinking, innovation focus, risk management, strategy, continuous Learning, integration, network, empowerment, and commitment respectively. 2. Comparison of disruptive leadership level of school administrators as classified by gender, educational background, and work experience found that the differences were not statistically significant respectively. 3.  Guidelines for disruptive leadership development of school administrators in the Eastern Economic Corridor (EEC), there were continuous learning self-development, adapting and accepting disruptive changes, Keeping up with technological advances and innovations, educational innovation development and management, strategic and creative thinking, participating in meetings, training, seminars on innovation and new technologies, practicing decision-making skills in different situations, empowering people in operations, seeking  collaborative  networks to  improve  the  quality  of  education both  personal,  ICT networks and social media, etc.

🔎Research Objectives

This study examines the Disruptive Leadership of school administrators in the Eastern Economic Corridor (EEC). The research objectives are as follows:

1. To investigate the level of Disruptive Leadership among school administrators.
2. To compare the level of Disruptive Leadership by gender, educational background, and work experience.
3. To explore guidelines for developing Disruptive Leadership.

Principles, Concepts, Theories, and Related Literature

The concept of Disruptive Leadership emphasizes adaptation and innovation to address rapid changes in the digital era. Key components include:

• Digital Leadership: Utilizing technology for development.
• Continuous Learning: Adapting and self-improvement.
• Creative Thinking and Innovation: Seeking new approaches.
• Risk Management: Strategizing to manage changes effectively.

Conceptual Framework

The research employs a framework synthesized from theories and related literature, focusing on the components of Disruptive Leadership. It covers ten critical dimensions, such as digital leadership, innovation focus, risk management, and empowerment within organizations.

📈📐Research Methodology

• Population and Sample: The study involved 512 participants, including school administrators and academic teachers in the EEC.
• Research Tools: A 5-point Likert scale questionnaire and open-ended questions.
• Statistical Analysis: Data were analyzed using means, standard deviations, and t-tests.

🔑🔆Key Findings

1. Overall Leadership Level:
   Overall, Disruptive Leadership was found to be at a high level. The top-rated aspects were digital leadership (mean = 4.38), creative thinking (mean = 4.34), and innovation focus (mean = 4.20).
2. Comparative Analysis:
   No statistically significant differences were found when comparing Disruptive Leadership levels by gender, educational background, or work experience.
3. Development Guidelines:
   Emphasis should be placed on continuous learning, keeping up with technological advancements, and building collaborative networks to improve educational outcomes.

Conclusions and Recommendations

The research highlights that school administrators in the EEC exhibit leadership capabilities suited to the challenges of the Disruptive Era. Focus should be directed toward fostering innovation and ongoing development to enhance the quality of education in this transformative period.