INSTRUCTIONAL LEADERSHIP IN THE NEW NORMAL AFFECTING THE QUALITY SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONG KHAI

Abstract

Abstract
The objectives of the research were: 1) to study the level of instructional leadership in the new normal of school administrators affecting the quality of schools under the Secondary Educational Service Area Office Nong Khai, 2) to study the level of quality of schools under the Secondary Educational Service Area Office Nong Khai, and 3) to study the instructional leadership in the new normal of school administrators affecting the quality of school under the Secondary Educational Service Area Office Nong Khai. This research was qualitative. The samples consisted of 285 school administrators and teachers, which were selected using a stratified random sampling method. The instrument was a questionnaire with a reliability was 0.923. The statistics used to analyze data were by mean, standard deviation, and stepwise multiple regression analysis.
Results of the research were; 1) the instructional leadership in the new normal, overall, the average was at the highest level, however, when considering each aspect, it was found that the aspect with the highest average was the blended learning method, on the other hand, the aspect with the lowest average was the professional teachers' development. 2) The quality of school, overall, the average was at a high level, however, when considering each aspect, it was found that the aspect with the highest average was the development of student potential, on the other hand, the aspect with the lowest average was the professional teachers. 3) The instructional leadership in the new normal of school administrators affecting the quality of school, the Pearson Correlation Coefficient result was positive with a statistical significance level of 0.01, including blended learning, new normal of leadership’s vision, professional development of teachers, and a learning and technology cooperation atmosphere that can together predict quality of schools was 55.70 percent with statistical significance at the 0.05 level.