Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Chatchawaphun, Pimpisa; Julsuwan, Suwat; Srisa-ard, Boonchom

doi:10.5539/ies.v9n10p34

Cited by 4 publications

(5 citation statements)

References 10 publications

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“…From our findings, it appears that this issue is being little explored. Despite the important contributions of authors cited in this scoping review (Aydin et al, 2015;Chatchawaphun et al, 2016;Prasertcharoensuk and Tang, 2017;Ali, 2018;Chan, 2018;Ismail et al, 2018;Khumalo, 2018), minor advances seem to have been made after 2010. This is intriguing taking into account the leaders' role in the third wave of educational reform, where strategic leadership pursues a new vision and new aims for education due to maximizing learning opportunities for students through "triplisation in education' (i.e., as an integrative process of globalization, localization and individualization in education)" (Cheng, 2010, p. 48).…”

Section: Discussionmentioning

confidence: 96%

“…Other studies were also focused on the characteristics of strategic leadership with different populations and countries. Chatchawaphun et al (2016) identified the principles, attributes, and skills of the strategic leadership of secondary school administrators from Thailand. The principles identified within the sample of principals included appropriate values, modern visionary, future focusing strategy, empirical evidence focus, intention toward accomplishment, decency, and making relationships.…”

Section: How Should Strategy and Strategicmentioning

confidence: 99%

“…Set a vision or direction e.g., Davies (2003), Davies (2006), Davies (2007), Dimmock and Walker (2004); Davies and Davies (2006); Eacott (2008a), Chatchawaphun et al (2016) Know the context and the circumstances, and adapt to it e.g., Ali (2012Ali ( , 2018, Davies (2003), Davies (2006), Davies (2007), Davies and Davies (2006); Dimmock and Walker (2004), Eacott (2008a), Eacott (2010aEacott ( , 2010b, Eacott (2011) Think, plan and act intentionally through strategy e.g., Ali (2012Ali ( , 2018; Barron et al (1995); Chan (2018), Chatchawaphun et al (2016), Davies (2003), Davies (2006), Davies and Davies (2005), Davies and Davies (2010) Have clear expectations and goals, concealing vision and context, through short-term to long-term actions e.g., Chatchawaphun et al (2016), Davies (2003); Davies and Davies (2006), Quong and Walker (2010) Involve staff in planning and action, and lead collaboration practices e.g., Ali (2012Ali ( , 2018, Barron et al (1995), Davies and Davies (2006), Chan (2018); Chatchawaphun et al (2016);Ismail et al (2018) Promote self and others' professional development e.g., Ali (2012), Ali (2018), …”

Section: Main Features and Authorsmentioning

confidence: 99%

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Strategy and Strategic Leadership in Education: A Scoping Review

et al. 2021

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Strategy and strategic leadership are critical issues for school leaders. However, strategy as a field of research has largely been overlooked within the educational leadership literature. Most of the theoretical and empirical work on strategy and strategic leadership over the past decades has been related to non-educational settings, and scholarship devoted to these issues in education is still minimal. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding strategy and strategic leadership, identifying any gaps in the literature that could inform future research agendas and evidence for practice. The scoping review is underpinned by the five-stage framework of Arksey and O’Malley. The results indicate that there is scarce literature about strategy and that timid steps have been made toward a more integrated and comprehensive model of strategic leadership. It is necessary to expand research into more complex, longitudinal, and explanatory ways due to a better understanding of these constructs.

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Section: Discussionmentioning

confidence: 96%

Section: How Should Strategy and Strategicmentioning

confidence: 99%

Section: Main Features and Authorsmentioning

confidence: 99%

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Strategy and Strategic Leadership in Education: A Scoping Review

et al. 2021

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“…The elements of the program consisted of rationale, objectives, contents, procedures, and evaluations (Khakhlong, 2013;Pimko, 2014;Songboonsart, 2016;Chatchawaphun et al, 2016;Kunpadi, 2016;Chalorcharoenying, 2016;Jungsuttiwong, 2020) The procedures for developing a program included studying and analyzing the need for the program, creating the program, implementing the program, and evaluating the program (Noppakun, 2005;Barr & Keating, 1990;Boone, 1992;Knowles, 1980;Style, 1990;Houle, 1996).…”

Section: Theoretical Conceptual Frameworkmentioning

confidence: 99%

Program Development of English Teacher’s Competency Enhancement for Learning in 21st-Century of Secondary Schools in the Northeastern Region

Dolprasit,

Sirisuthi,

Chantarasombat

2023

IES

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The English language is a global language and crucial for all people, and English teachers’ competency development affects high-quality students, the objectives of the research were 1) to study the elements and indicators of English teachers’ competency 2) to study the current conditions, desirable conditions, and needs to enhance English teachers’ competency 3) to create and develop the English teachers’ competency enhancement program, and 4) to study the results of implementing the English teachers’ competency enhancement program. Research Methodology was Research and Development which were conducted in 4 phases according to research objectives. The findings of the study showed that: I. The elements and indicators of English teachers’ competency consisted of 3 aspects, 14 elements, and 67 indicators including 1) knowledge, 2) skills, and 3) characteristics insisted on by the 9 experts. In all aspects, 14 elements were appropriate at the highest level. II. In current conditions competency of English teachers in all aspects were at a high level. Overall desirable conditions were at the highest level, and their competencies needed were knowledge, skills, and characteristics, respectively. III. The English teachers’ competency enhancement program consisted of 1) rationale 2) objectives 3) contents: Module 1 (18 hours), Module 2 (12 hours), Module 3 (6 hours) 4) procedure and sub-activities 5) test and measurement. The 9 experts’ evaluation of the program is at the most appropriate, feasibility, and utility level. IV. The result of implementing the English teachers’ competency enhancement program showed that 1) Knowledge: the post-development average was higher than the pre-development average. 2) Skills: assessed by the school supervising teacher, the first time their overall performances were at the average level, the second time and third times were at a high level, and the highest respectively. 3) Characteristics: evaluated by the director and the head of the Foreign Languages Department, the first time supervision was at the average level, the second time and third times were at a high level, and the highest, respectively. 4) the overall satisfaction of English teachers who joined the program was at the highest level.

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“…Di dalam standar ini, kriteria yang diharapkan dapat dipenuhi oleh kepala sekolah adalah dengan memfasilitasi pengembangan, pelaksanaan dan pengelolaan visi pembelajaran kepada seluruh warga sekolah. Kepemimpinan Strategis mengacu kepada penerapan prinsip, pengetahuan dan keterampilan kepala sekolah untuk menciptakan, memelihara, mengembangkan dan mengartikulasikan visi dan tujuan sekolah sehingga mampu membawa sekolah kepada perubahanperubahanyang lebih baik (Chatchawaphun et al, 2016;Priansa, 2017;Deeboonmee, 2014). Indikator kepemimpinan instruksional sekolah antara lain; memperhatikan visi, misi, nilai-nilai, dan tujuan sekolah; mengimplementasikan kebijakan pemerintah; menentukan tujuan dan ekspektasi yang dipenuhi siswa dan meningkatkan mutu kepemimpinan.…”

Section: ) Kepemimpinan Strategisunclassified

Efektivitas Kepemimpinan Kepala Sekolah: Studi Kasus Pada Sekolah Internasional X Di Bali

Sidupa¹

2018

j. pendidik.

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Improving the educational quality can be done not only through improvements on instructional process such as curriculum, learning methods, the quality of teachers or educational facilities but also through principal leadership as the principal is directly related to the implementation of the school program. Data collection techniques used was interview, and documentation. The survey method is carried out only as an affirmation and supporting data. The research was conducted using qualitative descriptive approach. Moreover, to assure the validity of research, the data was tested through triangulation method. Based on the research findings, it was concluded that the hindrances on the effectiveness of principal leaders was caused by the absence of superintendents’ support in providing organizational structure, system and program which focused on school’s vision and mission. That being said, it was suggested that superintendent as a policy maker to put an effort to develop coordination and collaboration with all the stake holders as it will establish the school’s direction and foster a strong commitment in meeting those goals. Kualitas mutu sumber daya manusia salah satunya ditentukan oleh kualitas mutu pendidikan.Untuk meningkatkan mutu pendidikan tidak hanya dapat dilakukan melalui perbaikan proses pembelajaran seperti kurikulum, metode pembelajaran, perbaikan kualitas guru atau sarana pendidikan tetapi juga melalui kepemimpinan kepala sekolah. Kepemimpinan kepala sekolah merupakan faktor penting dalam menentukan keberhasilan sekolah karena kepala sekolah berhubungan langsung dengan pelaksanaan program sekolah. Penelitian ini membahas mengenai pelaksanaan kepemimpinan kepala sekolah X di pulau Bali. Penelitian ini dilakukan menggunakan pendekatan kualitatif deskriptif, menggunakan pengamatan wawancara, dan dokumentasi. Metode survey dilakukan hanya sebagai penegasan dan data pendukung. Teknik analisis data menggunakan model analisis interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian dan kesimpulan. Pengujian keabsahan data menggunakan triangulasi sumber. Berdasarkan hasil penelitian, disimpulkan bahwa kendala-kendala yang dihadapi kepala sekolah dalam menjalankan kepemimpinannya adalah kurangnya dukungan dari pihak yayasan sekolah dalam menciptakan standar, sistem dan program yang berorientasi pada visi, misi dan tujuan sekolah. Untuk itu yayasan sebagai pembuat kebijakan hendaknya melakukan koordinasi dan kolaborasi yang baik dengan seluruh warga sekolah sehingga dapat menentukkan arah kebijakan dan menumbuhkan komitmen yang kuat dalam pemenuhan tujuan sekolah.

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Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Cited by 4 publications

References 10 publications

Strategy and Strategic Leadership in Education: A Scoping Review

Strategy and Strategic Leadership in Education: A Scoping Review

Program Development of English Teacher’s Competency Enhancement for Learning in 21st-Century of Secondary Schools in the Northeastern Region

Efektivitas Kepemimpinan Kepala Sekolah: Studi Kasus Pada Sekolah Internasional X Di Bali

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