THE LEADERSHIP OF EDUCATION ADMINISTRATION INNOVATION AREA OF PRIMARY SCHOOLS UNDER CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

Abstract

            This research aimed to study innovative leadership in educational administration, to study the problem of developing innovative leadership in educational administration, and to study the guidelines of developing innovative leadership in education administration of pilot-schools in the educational innovation area of primary schools under Chiang Mai Primary Educational Service Area Office 3. This research used a mixed research method. Quantitative data were obtained from The sample used in the study were school administrators and teachers of the pilot school  in the educational innovation area, which was obtained by determining the sample size from the table, estimated the sample size of Krazy and Morgan. There were 183 samples. The data were collected using questionnaires. The statistical methods used to analyze the data consisted of frequency, mean and standard deviation. And qualitative data were obtained from a group discussion with school administrators of the pilot schools in the educational innovation area of primary schools under Chiang Mai Primary Educational Service Area Office 3, who were a sample group of 8 people.

         The results showed that the innovative leadership in education administration of pilot-schools in the educational innovation area of primary schools under Chiang Mai Primary Educational Service Area Office 3, in overall, was at a high level. Problems and obstacles of developing innovative leadership in education administration of pilot-schools in the educational innovation area of primary schools under Chiang Mai Primary Educational Service Area Office 3 were found that the school administrators did not improved, corrected and developed the organization according to the direction of educational change regularly. There was no use of ICT as a base for managing and exchanging learning together. The school administrators lacked of sufficient communication and coordination. The guidelines to developing innovative leadership in education management were that school administrators should have planning, implementation, monitoring and evaluation by using the PDCA process to develop. There should be a policy to operate in accordance with the changing educational management direction, give everyone the opportunity to be involved in the development of the organization and develop innovation.