Approaches to Developing Innovative Leadership among School Administrators within the Bangkok Metropolitan Administration

Walaiparn Yingmeesakul; Patumphorn Piatanom

doi:10.34293/education.v14i2.9790

Walaiparn Yingmeesakul Ramkhamhaeng University, Thailand https://orcid.org/0009-0001-3655-000X
Patumphorn Piatanom Ramkhamhaeng University, Thailand

DOI: https://doi.org/10.34293/education.v14i2.9790

Keywords: Innovative Leadership, Approaches To Developing, Educational Administration, BMA School Administrators, National Policy, Mixed- Methods Research

Abstract

Purpose: The objectives of this study were to 1) examine the needs for innovative leadership among school administrators within the Bangkok Metropolitan Administration (BMA), and 2) identify approaches to developing innovative leadership among school administrators within the BMA.
Methodology: A mixed-methods research approach was used, which was divided into two phases. Phase 1 examined the need for innovative leadership using a quantitative approach. The sample consisted of 370 government teachers within the BMA, selected through multistage random sampling, and the data were analysed using descriptive statistics and the modified Priority Needs Index (PNImodified). Phase 2 identified approaches to developing innovative leadership through semi-structured interviews with seven specialists in educational administration.
Results: The research findings revealed that 1) the overall need for innovative leadership among school administrators was high to the highest level. The area with the highest need was Risk Management, followed by Transformational Vision, Information Technology, Innovative Organizational Climate, Innovative Collaboration, and Innovative Creativity, respectively. 2) The approaches to developing innovative leadership among school administrators were as follows: Transformational Vision included Strategic Foresight; Innovative Creativity included Initiative; Innovative Collaboration included building trust; Risk Management included Knowledge Management; Innovative Organizational Climate included Building Maker Spaces; and Information Technology included Principal’s Technological Leadership.
Conclusion: The findings highlight the urgent need for developing risk management competency among BMA school administrators. The proposed innovative leadership model provides a concrete basis for operational improvements. Future research should focus on validating the implementation of these guidelines across diverse educational contexts and monitoring and evaluating their long-term sustainability.