A Causal Relationship Model of Instructional Leadership of Administrators and the School Climate Affecting the Effectiveness of World–Class Standard Schools in Thailand
DOI:
https://doi.org/10.53848/irdssru.v9i1.213793Keywords:
Instructional leadership, School Climate, Effectiveness.Abstract
This research aimed to: 1) study the level of instructional leadership of
administrators, school climate and effectiveness of World Class Standard Schools in
Thailand; 2) study the causal relationship of instructional leadership and the school
climate affecting the effectiveness of World–Class Standard Schools in Thailand. This
research was a quantitative research. The instrument used was a questionnaire with
0.89 reliability. The sample was 910 school administrators, deputy school
administrators, and head teachers in 91 Primary World-Class Standard Schools in
Thailand during academic year 2015. The statistics used for data analysis were
percentage, mean, standard deviation, and structural equations model (SEM). The
results showed that 1) the level of instructional leadership, school climate and the
effectiveness of World–Class Standard Schools in Thailand were at a high level. 2)
Instructional leadership had a direct effect and indirect effect on the effectiveness of
World–Class Standard Schools in Thailand with a statistical significance at the 0.05
level. 3) The school climate had a total effect and direct effect on the effectiveness of
World–Class Standard Schools in Thailand with a statistical significance at the 0.05
level. 4) A causal relationship model of instructional leadership of administrators and
school climate affecting the effectiveness of World–Class Standard Schools in Thailand
were consistent with the empirical data.
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