A development of a teacher leadership framework for gifted education in Thailand
A development of a teacher leadership framework for gifted education in Thailand
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2014
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Assumption University
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eng
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 6, 2 (2014), 93-103
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Abstract
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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In English ; only abstract in English.
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