Scholar: Vol. 4, No. 2 (2012)

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    A development of leadership model for middle administrators in Saint Gabriel Foundation Schools in Thailand
    This study aimed 1. To identify the most desirable leadership characteristics of Middle Administrators of Saint Gabriel Foundation schools in Thailand. 2. To explore the leadership characteristics of Middle Administrators of Saint Gabriel Foundation Schools in Thailand. 3. To develop a model to enhance leadership of Middle Administrators in Saint Gabriel Foundation Schools in Thailand. The qualitative and quantitative methods were applied during the study. Content analysis, questionnaire, and focus group were took place in order to find out and to identify the most desirable leadership characteristics and practices of administrators, explore the leadership characteristics and practices of administrators, develop the model to enhance leadership characteristics and practices of administrators of Saint Gabriel Foundation Schools in Thailand later on. The participants of the study were 1,180 teachers from 11 schools of Saint Gabriel Foundation in Thailand. The frequency, percentage and the modified (PNI) were used in the research processes to find out the priority needs. The findings of the study namely: 1) Courage; act or do something because it is right, correct, and necessary, even if it is difficult, unpopular, or distasteful to implement, informs others if they do something not appropriate or not right, tells others what he/she thinks not what they want to hear, identifies frustrating behaviors of others, and asks for advice when facing problems. 2) Creative; rethinking design, creating new value is perhaps the most important behavior for the long-term health of an organization, also builds an ideas of others, changes his/her ways of working, searches for new information, not using existing information, and has different ideas respectively. 3) Confidence; the ability to be certain about one’s competencies and skills. It includes a sense of self-esteem and self-assurance and the belief that one can make a difference. Leadership involves influencing others, and self- confidence allows the leader to feel assured that his or her attempts to influence others are appropriate and right., 4) Caring; notice what their people are doing, and not just what they're doing "right" or "wrong", understand how everything that each team member does relates to the team's mission, goals and standards for performance. It includes knowing strengths and weakness of others to help them develop or improve and gives consideration to others.
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    A development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand
    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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