An Influential Model of Instructional Leadership Affecting Students’ Achievement in Small-sized Secondary Schools under the Office of the Basic Education Commission in Thailand

Abstract

The main purposes of this study are to construct and to examine the validity of Influential Model of Instructional Leadership Affecting Students’ Achievement in Small-sized Secondary Schools under the Office of the Basic Education Commission in Thailand. This research is conducted by using school units as an analytical database. The sample consists of 245 small-sized secondary schools in 6 regions of Thailand. The respondents from each school consisted of the school administrator, 6 teachers selected from each secondary grade, and 18 students by selecting 3 students from each secondary grade. The study of Structural Equation Modeling revealed the results as the following: 1) Instructional leadership of school administrators affects students’ achievement indirectly and positively by having school climate, classroom instruction, and students’ trust as mediators. 2) Instructional leadership of school administrators has the most direct and positive influence on classroom instruction, followed by school climate and students’ trust respectively and 3) Students’ trust has the most direct and positive influence on students’ achievement, followed by classroom instruction while the school climate has direct and negative influence on student achievement. On the other hand, if the relationship is mediated by classroom instruction, the school climate will directly and positively affect on student achievement.