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have a negative attitude on learning and at last becomes a problem of the society. Orapin Srikaew.
2008 For the study about components of teacher’s
leadership in teaching, it will be in good quality; only if the teachers change their own attitudes in learning,
become more innovative, have constructive leadership and strive for developing the potential of learners.
Besides these, they should also have understanding in the change of society and in the new scheme of
learning management by designing learning activities mainly focusing on the learners. Also, the
improvement of learning quality should be done, by emphasizing on the potentials and differences of each
person. Therefore, the researcher is willing to study
about teacher’s constructive leadership, in order that teacher would owe skills and behavioral features of
constructive leadership later, which compose of communication, teamwork, problem solving ability,
flexibility, motivation and critical thinking.
2. Research Objective
To study about the components of teacher’s creative leadership.
3. Scope of research
Documents and research related composed of, concepts and theories of teachers’ leadership.
Leader and Leadership, Definition of teachers’ leadership , concepts and theories of teachers’
leadership , concept about components of the teachers’ leadership , theory of creative leadership,
elements of creative leadership. 11 experts were of Program Committee, in the
field of Educational Administration Srinakharinwirot University.
Variables used in the study of creative leadership teachers from educational theories and researches.
Were used to establish a framework for research. composed of, communication, teamwork, problem
solving ability, flexibility, motivation and critical thinking.
4. Methods
Phase 1, was studying documents, and related researches and then analyzed and synthesized the
elements of creative leadership of secondary school teachers, indicator of each component through a
critique of 11 the experts of the Program Committee, Field of Educational Administration Srinakharinwirot
University, and take advice from the experts to improve the result in the first round. Next presented
to 11 experts of program committee, field of educational administration Srinakharinwirot
University for the 2nd round. Commonly considered as accepted from 7 experts. then take the elements and
the indication of the synthesis to proceed to the next phase.
Phase 2, researchers developed a measure of creative leadership by the elements and indicator
analysis, synthesized by using the population and sample as following :
4.1 Population and sample Population used in the study in Phase 2, were
11,079 teachers and educational personnel of the Office of Education School District 1 and District 2.
119 schools. 595 Samples used in research Phase 2,by simple
random, were 2 head of sections, 3 teachers and educational personel from 5 schools of the office of
Educational of District 1 and 5 schools from District 2.
4.2 Research Tools The tools used in this research were the
questions and document analysis from the experts of the Program Committee of field of Educational
administration Srinakharinwirot University, by using document analysis
about the elements and indicators of secondary school teachers of creative leadership.
The conceptual framework for the study was as follows, 1 Communication, 2 Teamwork, 3
Problem solving ability, 4 Flexibility, 5 Motivation, 6 Critical thinking.
4.3 Data collection The researchers collected information from the
first round meeting of 11 experts and the 2nd round joined 7 experts by collecting data manually.
4.4 Analysis Researchers analyzed Synthesis of information
from documents and related research Including suggestions from the meeting of the experts as the
Program Committee, Field of Educational Administration Srinakharinwirot University for 2
times. The researchers improved the findings until getting the elements and the indicator of creative
leadership of secondary school teachers.
5. The research results
The elements and indicators of creative leadership for high school teachers are composed of
1 Communication, 2 Teamwork, 3 Problem solving ability, 4 Flexibility, 5 Motivation, and 6
Critical thinking.
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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2014
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1. Communication, measured by observing 4 variables which are listening skills, speech
techniques, abilities to use language, and politeness. 2. Problem solving ability, measured by
observing 3 variables which are thinking and analyzing skills, analyzing problem skills, and solving
the problem skills. 3. Flexibility, measured by observing 3 variables
which are the adjustment to the situations, freedom of thoughts, and the awareness of their own behaviors.
4. Teamwork, measured by observing 4 variables which are communication, learning,
sharing, and coordination. 5. Motivation, measured by observing 4
variables which are motivational, enthusiastic, self- confident, and accomplish the goals.
6. Critical thinking, measured by observing 4 variables which are self- analysis, group-analysis,
Information-analysis, and self-development.
6. Discussion
