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and determined to find a pathway to develop teacher leadership. This is to make preparations for the
upcoming ASEAN Community in 2015 and provide support for development of schools in Thailand into
becoming world-class standard school with quality and effectiveness.
2. Research Objective
To study the components of teacher leadership of world-class standard school.
3. Methodologies
Stage 1 : Content Analysis The researcher applied theoretical frameworks
and related studies as follows : 1 Theoretical frameworks related to teachers leadership 2 Concepts
of conducting to be a world-class school 3 Teachers abilities of South East Asia in the 21st century 4
Thai teachers characters towards learning arrangement about Asian Economic Community 5 Learning
arrangement to be international standardized intuition in other countries 6 Teachers development in countries
among AECs members 7 Principles and concepts in abilities in teachers leadership 8 Concepts from
26th ASEAN Teacher Association conference at Philippine, 27th ASEAN Teacher Association conference
at Brunei Darussalam, and 28th ASEAN Teacher Association conference at Indonesia
Stage 2 : Group discussion focusing group on scholars practitioners After obtaining data from the
content analysis at stage 1 , the researcher used the data to be a basic information as an indicator leading
to group discussion about factors of teachers leadership in World-Class standard school. 11 experts
who are both scholars and practitioners with experience in teacher leadership development of
world-class standard school. participated in focus group. Variables used in the study of teacher
leadership of world-class standard school from educational theories and researches. Were used to
establish a framework for research. composed of, teacher’s trait, teacher’s behavior, and teacher’s
leader
Stage 3 : After obtaining data from the content analysis at stage 1-2. The researcher constructs 68
Questionnaires for comments about the teacher leadership of World-class standard school
Population and sample
School directors, deputy directors of academic administration, chief of subject areas, and teachers of
world-class standard schools that had been selected as role model intensive schools of 8,326 from 65
schools; 650 group samples are selected from purposive random sampling.
4. Research Instruments
A questionnaire is divided into 2 parts: Part 1 Personal Data Questionnaire with fill in
the blanks and multiple choices; Part 2 Questionnaire on Teacher Leadership
formed through the integration of educationalists and through group discussions of 11 experts who are both
scholars and practitioners with experience in teacher leadership development of world-class standard
school. The questionnaire is on the scale of 5 levels. This instrument is validated by 10 experts using
content validity index, and conformed and acceptable by experts at 0.80 and above. After revision based on
comments by experts, 68 finalized version questionnaire are produced for trial with 50 group
samples who are school principals, deputy director of academic administration, chief of subject areas, and
teachers of world-class standard schools. The data collected are analyzed for validity using Cronbach’s
Alpha Coefficient; the validity index is .96. 5. Data Collection
The researcher collected data authorized by the Graduate School of Srinakharinwirot University and
received cooperation from coordinators of 65 world- class standard schools where 65 questionnaires were
distributed through them. The questionnaires were returned via post mail and all 650 questionnaires
were in perfect condition to be analyzed. 6. Data Analysis
The researcher used frequency distribution based on concepts, principles, and content analysis
retrieved from focus group. Afterwards, the teacher leadership of world-class standard school indicators
were synthesized and used fundamental statistic analysis per percentage of standard deviation to
verify their appropriateness. 7. Conclusion
Personal data analysis found that out of 650 respondents’ status, through statistical analysis of
frequency, percentage, mean, standard deviation, and appropriateness level, majority are female 410
samples or 73 percent and above 50 years old 302 samples or 59.39 percent. Following that number is
samples ages between 40 and 50 whom majority graduated Master’s Degree 346 samples or 67.8
percent. Next below is those who gradate Bachelor’s Degree 279 samples or 30.6 percent.
Teacher leadership of world-class standard school based on the opinions of group samples
comprises of 68 questions with significance mean average between 3.72 and 4.56. The questions with
highest mean average have 3 indicators namely responsibility towards student’s learning X=4.56 ;
S.D. = .580, role model in moral and ethical for students X=4.51 ; S.D.= .580, encourage students to
work with others X=4.50 ; S.D.=.572.
Components of teacher leadership of world- class standard school consist of 3 aspects: teacher’s
traits, teacher’s behavior, and teacher’s leader. The 3 aspects are translated into questions as seen in table
1.
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Table 1
Means of Standard Deviation and
Appropriateness Level of Teacher Leadership Indicator of World-Class Standard School
Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
Component 1
Teacher’s Trait 1.1
Sub-Component - Knowledge 1 Knowledge and
understanding in education management to fulfill the
Declaration of Education for All: Learning to know,
learning to do, learning to be, and learning to live
together 4.20 0.70
High
2 Knowledge in skill development of the
21st Century; able to apply theory into practical use
both intentionally and locally
4.12 0.70 High
3 Knowledge and understanding in
developing international curriculum and learning
management 4.25 0.70
High
4 Knowledge in learning techniques that
respond to student’s learning pattern; able to
adapt into international learning activities
4.22 0.70 High
5 Knowledge in action research linked with
classrooms 4.12 0.70
High 6 Knowledge in
measuring and evaluating actual results with diverse
instruments, and use such results to improve and
develop student learning 4.24
0.64 High
7 Knowledge in development students to
become citizen’s of the world, that is, excellence in
academic, communicate in at least two languages,
innovative mind, produce creative work, and
responsible to world society
4.23 0.71 High
1.2 Sub-Component - skill 8 Skillful in
learning management on par with international
standard to support new curriculum and learning in
the modern world 4.12 0.71
High
Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
9 Skillful in using critical development tools
of students as well as development of teaching
techniques and learning innovation
4.12 0.70 High
10 Skill in using English for communication
3.77 0.90 High
11 Skill in using English for international
learning management 3.73 0.93
High 12 Skill in creativity,
analytical, synthesizing, and thinking attentively
4.22 0.64 High
13 Skill in building network of sharing and
learning 4.14 0.68
High 14 Skill in searching
and using data for development knowledge
4.30 0.66 High
15 Skill in administration for quality
classroom 4.23 0.66
High 1.3
Sub-Component - attribute 16 Spirit and ideal in
developing national education
4.44 0.61 High
17 Thinking process based on continuous
learning development 4.39 0.60
High 18 Role model on
moral and ethical conduct to students
4.54 0.60 Highest
19 Psychological- minded in learning and
student development management
4.39 0.60 High
20 Responsible for student’s learning
4.56 0.58 Highest
21 Self-development to prepare for changes and
meet international standards
4.41 0.62 High
22 Role model on eager to learn and lifetime
self-development 4.45 0.59
High Component 2 Teacher’s Behavior
2.1 Sub-Component - Learning Design
23 Able to design learning patterns
conformed with the development of students to
become citizens of the world
4.24 0.60
High
24 Learning design towards necessary
subsistence skills namely 4.10
0.64 ``
High
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Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
digital-age literacy, inventive thinking,
effective communication, and high productivity
25 Set up activities that allow students to learn
from hands-on experience, real-life practice, and know
how to think and act 4.27 0.63
High
26 Set up activities that encourage students to
love reading and non-stop eagerness to learn
4.28 0.64 High
27 Set up atmosphere and environment, learning
media, and facilitations that supports student’s
learning 4.31 0.63
High
2.2 Building a Learning Society
28 Knowledge distribution and promote
parents’ and community participation as
stakeholders and support of education
4.12 0.71 High
29 Built cooperative networks among world-
class standard schools on curriculum development,
evaluation on development, learning
environment, and information technology
4.10 0.67 High
30 Reinforce good relationship and
cooperation with community and local
organization on curriculum development, evaluation,
and student development 4.08 0.71
High
31 Able to work with every sector in diverse
culture and multicultural environment
4.15 0.69 High
32 Able to exchange experience in learning
management domestically and internationally,
especially ASEAN member states
4.01 0.80 High
2.3 Sub-Component- Learning Development
33 Promotes student participation in learning
activities 4.44 0.61
High 34 Promotes
cooperative working 4.50 0.57
Highest
Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
35 Able to develop students systematically in
physical, emotional, intellectual, and social
areas 4.42 0.59
High
36 Instill moral and ethical conduct into
students 4.51 0.58
Highest 37 Build learning
atmosphere physically and spiritually
4.43 0.60 High
38 Prepare students with potential to become
citizens of the world and into the world of work and
competition in the future 4.34 0.62
High
39 Determine to develop students in
knowledge, skills, and attitude towards learning
and life 4.44 0.60
High
40 Able to develop students with cognitive
skills in analytically, synthetically and with
discretion 4.33 0.62
High
2.4 Sub-Component - Student Assistant
41 Know each student individually; create
database of each grade level for problem solving
and student development 4.39 0.62
High
42 Student screening process based on data
analysis collected from individual background
4.33 0.65 High
43 Promotes student development into high-
quality individuals with self-pride
4.41 0.57 High
44 Protect and solve issues by way of caring of
students equally 4.40 0.60
High 45 Pass on students
to specialists for them to receive suitable and instant
development and support 4.18 0.65
High
2.5 Sub-Component
-Self- and Colleague Development 46 Able to exchange
ideas and create network of sharing experience to self-
development 4.24 0.66
High
47 Development of self to create change in
teaching; create working environment that leads
toward academic excellence 4.26 0.62
High
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Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
48 Development of self and colleges
continuously to enrich student quality and prepare
for the upcoming ASEAN and World Community
4.24 0.64 High
49 Leadership in development of colleague
into professional teachers 4.14 0.69
High Component 3 Teacher’s Leader
3.1 Sub-Component - Creativity
50 Able to build innovation beneficial to
learning management 4.20 0.64
High 51 Multi-dimensional
thinking, positive thinking and profound thinking that
are practical and accomplish the objectives
4.22 0.64 High
52 Creativity-driven; search new ideas and
knowledge to create new concept that will change
and develop world-class standard school
4.24 0.66 High
53 Adjustability and flexibility toward different
situations 4.34 0.59
High 54 Positive thinking
and Optimism 4.32 0.60
High 3.2
Sub-Component - Body of Knowledge Leadership
55 Build body of knowledge and
development innovation for schools to become
learning communities and teacher professional
development 4.25 0.67
High
56 Leadership in sharing ideas toward
educational management in world-class standard
school 4.20 0.69
High
57 Leadership in seeking knowledge and
analyticalsynthetic training, and building of
body of knowledge 4.17 0.69
High
58 Develop students on how to transfer
knowledge, ideas, and body of knowledge using
suitable, diverse and effective methods
4.24 0.62 High
Main Components Sub-Components
Indicators
X
S.D. Appro-
priateness Value
59 Develop students to be able to apply or adapt
the knowledge into practical use and for social
welfare 4.26 0.64
High
3.3 Sub-Component -Servant Leadership
60 Good listener and ready to listen to others
wholeheartedly 4.43 0.59
High 61 Put effort in
understanding others 4.44 0.59
High 62 Able to alert and
be supportive 4.40 0.61
High 63 Awareness
surroundings at all time 4.41 0.60
High 64 Able to persuade
or invite others to agree and act accordingly in
developing world-class standard school
4.21 0.69 High
65 Have a holistic perspective and foresee
future occurrences 4.27 0.65
High 66 Responsibility
towards organization, students, and colleagues
4.42 0.62 High
67 Prioritized growth and development of others
and organization 4.39 0.63
High 68 Create working
environment in school that resembles a development
community 4.37 0.62
High
8. Summary From the study of related documents and
research and groups discussions of experts resulted in 3 main components: teacher’s trait, teacher’s
behavior, and teacher’s leader. Afterwards, indicators were analyzed and synthesized to find the content
validity index; 68 indicators with more than .80 index were chosen. The researcher modified the indicators
into questionnaire with rating scale of 5 and 68 questions in accordance with processed indicators
under Part 1. The questionnaires were put to trial on group samples. 50 that were not group samples
produced a reliability of questionnaire at .96.
Questionnaire result of group samples on appropriateness of 68 indicators found that
appropriateness value of teacher leadership indicator of world-class standard school is between 3.72 and
4.56. The question with the highest value is responsibility towards student learning. The question
with the lowest appropriateness value is English proficiency application for international standard
learning. Result of appropriateness mean average of teacher leadership indicator of world-class standard
school in each component is as follows:
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Teacher leadership indicator of world-class standard school on teacher trait, the question with the
highest mean is responsibility towards students. Following is moral and ethical role model for
students. The question with the lowest mean is English proficiency application for international
standard learning. Despite being lowest in the appropriateness value but is also the highest in the
appropriateness level.
Appropriateness value on behavior of teacher leadership indicator of world-class standard school,
the question with the highest value is moral and ethical code nurturing and desired traits to students.
Following is promoting students to be able to work with others. The lowest value is sharing experience in
education management inside and outside of the country, especially ASEAN member states. Despite
being the lowest, nonetheless its mean is the high.
Appropriateness value on teacher leadership of teacher leadership indicator of world-class standard
school, the question with the highest value is empathy towards other. Following Is adjustability
and flexibility towards constant changing circumstances. The lowest mean is leaders seek
knowledge and undertake analytical and synthetic training, and building body of knowledge. Despite
being the lowest, nonetheless its mean is the high. 9. Discussion
Research results on studying component of teacher leadership in world-class standard school
consist of 3 main discussion points: 1. From analytical conduct on the opinions of 11
experts on components of teacher leadership in world-class standard school, it was found that the
suggestions of the experts conformed to the principles, concepts, theories the researcher has
studied. According to the suggestions by the experts, there are 3 main components of leadership in world-
class standard school: teacher’s traits, teacher’s behavior and teacher’s leader. Such statement
conformed to the research idea and hypothesis, conformed to the idea, theory, and researches related
to the variables that indicates teacher leadership in world-class standard school consist of 3 components,
11 sub-components, 68 indicates. This shows that teacher leadership in world-class standard school is
the key to move forward the operation of the world- class standard school towards success. That is, it aims
to develop students with potential to become citizens of the world - excellence in academic, communicate
in at least two languages, innovative mind, produce creative work, and responsible to world society. The
traits of teachers of world-class standard school must possess knowledge, skills and attributes. This notion
conformed to the ideas of Pornpimol Prasongporn 2009:13-14 that teachers should posses content
knowledge, general pedagogical knowledge, curriculum knowledge, and knowledge of learners.
Teachers must have skills in learning management, able to use learner development tools, communicate
in at least two languages, innovative, analytical, and synthetic mind, able to build network of sharing,
possess skills in seeking and using data information in developing knowledge and skills in administration
to create a quality classroom.
Furthermore, teachers of world-class standard school must possess individual traits such as spiritual
and idealistic efforts on developing national education; thinking process based on continuous
learning development; role models on moral and ethical conduct to students; psychologically capable
of learning management and learner development; responsibility towards student learning; capable of
self-development in preparing for changes and for international standard; role models on learning
enthusiasm and lifetime self-development. The teacher leadership of world-class standard school is
an imperative component. Day and Harris Day; Harris. 2003:724 proposed that teacher leadership is
born from the mentality “teacher as leader”; in schools, it is widely regarded and acknowledged as
being a part of school leadership. Teacher leadership is influential towards the group as it acts as the
mobilize, inspirer, synergizer, motivator, and energizer to reached desired goals. Krisana Kitilap.
2013: Online. Therefore teachers are supposed to be creative. That is, they must be able to build
innovation beneficial to learning management; be multi-dimensional; optimistic and profound thinking
to practical use and achieve set goals; constantly innovative by seeking new knowledge to build a base
for new ideas and for developing world-class standard schools; able to adjust and flexible towards
situations that are always changing; and optimism by turning crisis into opportunity Muangkasem. 2001.
World-class standard school teachers must the leader in building body of knowledge and innovation
in order to develop schools into community of learning and pedagogical development; leader in
sharing experiences; leader in seeking knowledge and analytical and synthetic training; develop students to
be able to use their knowledge to transfercommunity meaningideas, data and body of knowledge in
suitable, diverse, and effective methods; able to develop students to be able to bring or adapt the body
of knowledge into practicality or for social welfare; be service-minded leader and good listener; put effort
in understanding others; able to incite and support others; aware of surroundings at all time; able to
persuade or invite others to agree and act accordingly in developing world-class standard school; have a
holistic perspective and foresee future occurrences; responsibility towards organization, students, and
colleagues; prioritized growth and development of others and organization; and create working
environment in school that resembles a development community Pasu Decharin. 2006:67-66.
Apart from traits and leadership, learning design is necessary for teachers of world-class standard
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school and must correlate with developing students into becoming citizens of the world, and earned
necessary skills for livelihood. Activities must also be set up for students to learn from hands-on experience;
and know how to think and act; set up activities that encourage students to love reading and non-stop
eagerness to learn; set up atmosphere and environment, learning media, and facilitations that
supports student’s learning in accordance with High School Educational Administration 2012:23.
Teachers must partake in building community of learning by giving importance to community in
broadcasting knowledge. Teachers must take up the role of facilitator, building cooperation and
relationship, and able to share experiences and work with all sectors in multi-cultural settings. Such
statement is conformed to the idea of Burke Burke. 1999:76-79 who said that the purpose of building
network of learning is to exchange information; be the centre of support in order to benefit from different
experiences; to be a channel for funding sources; be the means of reinforce potential and support power
and expanding channels for education services within the community. Teachers must develop students by
letting them work with others, instilling moral and ethical conduct; determined to prepare students with
potential to become citizens of the world and into the world of work and competition in the future. Students
will receive support individually and able to screen students one by one in order to develop, protect, and
transfer students to be developed further High School Educational Administration 2013:53-54
Therefore, the 3 main components of teacher leadership of world-class standard school are
important components of teacher leadership of world- class standard school.
10. Suggestions for future research
