Browsing by Subject "Teacher leadership"
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    A development of a teacher leadership framework for gifted education in Thailand
    (Assumption University, 2014) Jane Kanjanaphoomin ; Sangob Laksan, jt. auth. ; Assumption University. Graduate School of Education
    Teacher leadership was examined in the context of gifted education in Thailand for a development of an effective framework. An explanatory mixed method design was employed involving both quantitative and qualitative data collection from content analysis; and survey, interview and document from teachers. Results revealed that there were three major areas and nine attributes leading to effective teacher leadership. School leadership, teacher leadership and principles of learning are major considerations for teacher leadership to succeed in gifted education. Findings revealed that the gifted high school under study demonstrated good overall teacher leadership. Two significant areas strongly permeating were teacher collaboration, and teachers’ relationship and positive influence on one another. Two areas that were perceived not strongly present by teachers at the school were distributed leadership and professional learning community. The findings suggest that the framework can serve as a guideline for both gifted and general education in Thailand. Since the school is the country’s national high school for the gifted; the prevailing teacher leadership practices currently found can to some extent be a legitimate framework to emulate.
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    A development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand
    (Assumption University, 2012) Verayuth Boonpram ; Assumption University. Graduate School of Education
    This research aimed to (1) explore and (2) design the information and communication technology (ICT) competency leadership model for teachers as well as to (3) find out its efficiency and (4) propose it to maintain the high-academic profile of Saint Gabriel’s Foundation schools of Thailand. A mixture of qualitative and quantitative research designs using the five ICT indicators namely hardware, software, ICT communicative tools, teaching and learning and ethical standards were applied. The 4Is theory of transformational leadership factors in correlation with the eight types of ICT leadership approaches was used in the design of the ICT competency model. The school directors from its 13 Saint Gabriel’s Foundation schools were given an in-depth interview and questionnaires were administered to those teachers who use ICT and English as the medium of instructions. Most of the respondents were female, ranging from 40 years old and above; with more than 10 years of teaching experience. They were also educationally qualified having at least a minimum qualification of Bachelor’s degree. The number of teachers was evenly distributed among the five major subjects such as English, Science, Mathematics, Computer and Social Science. The results showed that 303 teachers have been using technological media as aid for teaching while computer/laptop and internet were technological devices most commonly used for teaching and learning as well as for research purposes. The use of ICT must be enhanced and supported to promote and develop their leadership skills thus acquire competency. ICT integration in the teaching and learning process provides meaningful experiences; make the work easier using the Microsoft office and communicate and receive data worldwide. Most of the respondents have been using web browsing for research purposes, online materials for class activities, emails for sending and receiving messages, and watching movies, listening to music and reading news as a recreational form of ICT communicative tools. The respondents exhibited skills of integrating ICT in the teaching and learning process. They have employed record lesson attendance and making presentation for lectures. They have used software to enhance classroom activities and make the lesson more interesting for learners. Two thirds of the respondents agreed that professionalism was an essential requirement for being a good teacher. However, responding to the demands of the modern generation of learners with sufficient knowledge in ICT skills and healthy classroom atmosphere were primary qualifications a teacher must possess to gain competency in leadership. It was to cultivate moral values, enhance ethical standards and employ safety policies on the use of ICT resources.
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    A professional development model for teacher leaders of Catholic schools in Thailand
    (Assumption University, 2012) Monthol Prathumarach ; Assumption University. Graduate School of Education
    The professional development model for teacher leaders of Catholic schools in Thailand is created for the higher quality of teacher and the higher academic achievement of student. Mixed-methodology is applied during the study which refers to content analysis, questionnaire, and interview. The study begins with the Catholic School System in Thailand exploring by using content analysis then identifies the current situation and the expectation situation of the professional development of Catholic schools in Thailand by using the questionnaire. Later, the professional development model is developed by using the results from previous methods of data collection and the application of transformational leadership theory. The focus group is called for evaluate and approve to the model proposing. The correction is made according to the comments and suggestions before the model is presented. Final outcome concerns as the five layers of the model which the two outer layers refer to the six factors with the detail namely: resource factor, individual development factor, teamwork factor, teacher training factor, working environment factor, and teaching and learning factor. While the three layers inside are connected with the two outer layers refers to the application of transformational leadership, the teacher leaders and the final outcome is students’ achievement. As of the study the model can apply to all Catholic schools in Thailand. The professional development model gives school administrators the opportunity to use professional development model in developing teacher leaders. The teacher leaders are going to helping students to have the higher academic achievement which support to the school goal.
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