The Development of a Leadership Model for Teachers in Learning Management in the Digital Era at Primary Schools under the Office of the Basic Education Commission in Chaiyaphum Province

Abstract

This research aimed to develop a leadership model for teachers in digital-era learning management at primary schools in Chaiyaphum Province under the Office of the Basic Education Commission. The study followed a research and development (R&D) methodology, beginning with a comprehensive review of concepts, principles, theories, and related research to establish the model’s foundation. This literature review helped define key components essential for teacher leadership in digital learning environments. A panel of nine experts assessed the model’s validity and suitability before its implementation to ensure its relevance and effectiveness. The model was tested with 30 teachers selected through purposive sampling. Assessment tools included pretests and posttests to measure knowledge development, along with a satisfaction questionnaire to evaluate teachers’ perceptions of the model. The collected data were analyzed using statistical methods such as mean, percentage, and standard deviation to ensure accurate interpretation of results. The study findings revealed that the developed model consisted of five key components: (1) principles, (2) objectives, (3) content, (4) process, and (5) evaluation and assessment methods. Additionally, clear guidelines were provided to support the model’s implementation in schools, ensuring ease of application for teachers. The expert panel rated the model’s validity and suitability highly, confirming its effectiveness in fostering teacher leadership in digital-era learning management. After implementing the model, teachers demonstrated high competency levels across five essential areas: (1) technology-enhanced learning management, (2) proactive leadership, (3) teamwork, (4) creative learning, and (5) classroom research. The assessment results indicated that all competencies reached the highest level, suggesting significant improvements in teachers’ leadership skills, instructional capabilities, and ability to integrate technology effectively. Furthermore, teachers expressed a high level of satisfaction with the leadership model, particularly regarding its practicality and effectiveness in enhancing their ability to manage learning in the digital era. These findings underscore the model’s potential for widespread application in primary schools, contributing to long-term teacher development and improved student learning outcomes in an increasingly technology-driven educational landscape.