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The purposes of this research were to determine 1) the school administrator’s innovative thinking skills, 2) the effectiveness of school and 3) the relationships between the administrator’s innovative thinking skills and effectiveness of school under the Secondary Educational Service Area Office 1. The sample was 60 schools under the Secondary Educational Service Area Office 1. The two respondents from each school consisted of a school director and a teacher, with the total of 120. The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation, and Pearson’s product–moment correlation coefficient.
The research findings revealed that: 1) The school administrator’s innovative thinking skills, collectively and individually, was at a high level. The arithmetic mean ranking from the highest to the lowest were as follows; collaborative inquiry, imaging, paying attention, crafting, personalizing and serious play. 2) The effectiveness of school, collectively and individually, was at a high level. The arithmetic mean ranking from the highest to the lowest were as follows; high time on task, a climate of high expectation, a clear school mission, a safe and orderly environment, frequent monitoring of student progress, instruction leadership and positive home-school relations. 3) The relationship between the administrator’s innovative thinking skills and effectiveness of school under Secondary Educational Service Area Office was found statistically significant at .01 level.
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