The Relationship Between Integrated Leadership and School Quality of Private Schools under Assalam Quality School, Satun Province

Abstract

This research aimed to 1) study the level of integrated leadership; 2) examine the level of quality; 3) investigate the relationship between the integrated leadership and the quality of educational institutions; and 4) explore development guidelines for integrated leadership of administrators and teachers that affect the quality of educational institutions in private schools in Satun Province. The sample group used in the study consisted of 115 teachers. Additionally, a focus group of 16 participants was used for in-depth discussion. The research instruments included a questionnaire on the relationship between integrated leadership and school quality, and a focus group discussion guide. Data analysis involved means, standard deviations, correlation analysis, SWOT analysis, and TOWS matrix. The results of the study revealed that 1) the level of integrated leadership and school quality was high, particularly in teamwork and creativity. 2) The quality of the educational institutions was also at a high level (average score of 4.17), emphasizing learner-centered teaching and learning. 3) There was a statistically significant relationship at the .01 level between integrated leadership and school quality (r = .909), with creativity showing a strong correlation with student quality (r = .750). And 4) the school development strategies included four main approaches to strengthening the institutions: proactive strategies (e.g., developing leadership models), reactive strategies (e.g., implementing monitoring systems), development strategies (e.g., leveraging collaboration to enhance teacher skills), and defensive strategies (e.g., building databases and communication platforms).