The Development of Transformational Leadership Enhancement Program in the 21st Century for Secondary School Administrators Under the Office of the Basic Education Commission in the Northeastern Region

Abstract

Transformational leadership in the 21st century was important for school administrators as the leader of the organization who responded the educational quality and learner quality results according to the national education target. The purposes of this research were: 1) to study factors of transformational leadership in the 21st century for secondary school administrators under the office of the basic education commission in the northeastern region which consisted of 2 steps; Step 1 reviewing the documents, concepts, theories, and related research. Step 2 involving multiple case study targeting 3 educational administrators, using semi-structured interviews as the data collection tool, 2) to survey the current conditions, the desirable conditions and the needs of transformational leadership in the 21st century which also consisted of 2 steps; Step 1 a survey research involving a sample of 274 educational administrators and 548 teachers, totaling 822 participants, using Krejcie and Morgan's sample size criteria, using questionnaires as the data collection tool. Step 2 analyzing and ranking the data, 3) to develop the transformational leadership enhancement program in the 21st century which included 3 steps; Step 1 to draft the program and manual. Step 2 to verify the quality of the draft program and manual through focus group. Step 3 to evaluate the program using criterion-based evaluation by 9 experts, using evaluation form as the data collection too, and 4) to try out and evaluate the transformational leadership enhancement program in the 21st century which consisted of 4 steps; Step 1 tried out and evaluated 5 samples. Step 2 summarized and improved the program through focus group discussion. Step 3 to create tools for field evaluation by 9 experts. Step 4 wrote a report and published.
The results of this research were as follows:
1. The factors of transformational leadership in the 21st century for secondary school administrators under the office of the basic education commission in the northeastern region were 1) Leading and Communication, 2) Building and Promoting Culture Transformation,
3) Cooperating and Teamwork, 4) Vision and Goals Setting, and 5) Creating Learning Culture.
2. The overall current conditions of transformational leadership in the 21st century was at highest level. The desirable conditions were at highest level. Leading and Communication was ranked first for the needs; followed by Building and Promoting Culture Transformation, Cooperating and Teamwork, Vision and Goals Setting, and Creating Learning Culture Respectively.
3. There are seven factors for the development of transformational leadership enhancement program in the 21st century which are: 1) Principle, 2) Purpose, 3) Development Process, 4) Project/ Activity, 5) Evaluation, 6) Time Frame, and 7) Resources. Took the Unit 1 Leading and Communication to train and develop the administrators for enhancing transformational leaderships in the 21st century; remarkable, should apply PDCA cycle for management process to plan the training course and should apply sharing knowledge through giving feedback, checking and evaluating for improvement and development.
4. The results of the transformational leadership enhancement program try out were: Unit 1: Leading and Communication; showed that the current conditions before try out had an overall performance level was at high; school administrators are eager to foster a positive attitude and mindset in their work, school administrators refrain from publicly criticizing their followers, and school administrators create a happy environment for their followers, fostering a sense of job security. After try out, the overall performance level was at the highest. It was found that the performance level after try out was higher than before try out