Instructional Leadership of Vocational Education Administrators: From Managers to Learning Leaders

Abstract

         In the era of the knowledge-based economy and rapid technological change, vocational education administrators must develop instructional leadership to enhance the quality of teaching and learning in alignment with labor market competencies. This article aims to explain the concepts and evolution of instructional leadership based on the frameworks of Hallinger and Murphy and Sergiovanni, as well as to connect these ideas with Bass’s Transformational Leadership and the learning leadership concepts proposed by Fullan and Senge. The goal is to synthesize these perspectives into a developmental framework that enables vocational education administrators to become learning leaders capable of improving the quality of Thai vocational education management.

        The synthesis reveals that instructional leadership integrates the elements of defining academic direction, developing teachers, and fostering a culture of learning, driven by positive transformation and collective learning within the organization. Administrators with strong instructional leadership act as “academic leaders,” “instructional coaches,” and “role models for lifelong learning.” These qualities enable vocational institutions to shift from managerial administration toward becoming authentic learning organizations. The article proposes practical guidelines for administrators, teachers, and supervisory agencies to collaboratively establish a learning ecosystem that enhances the quality and sustainability of vocational teachers, learners, and vocational institutions in the 21st century.