แนวทางการนำองค์กรอย่างมีวิสัยทัศน์ของผู้บริหารสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาเชียงใหม่

Abstract

This research aimed to study the current situation, desirable conditions, and needs of visionary leadership among school administrators in the Secondary Educational Service Area Office in Chiang Mai, study best practices, and develop and verify guidelines for these administrators. The research involved surveying 170 school administrators, interviewing 11 Basic Education Commission Quality Award (OBECQA) winning administrators and OBECQA assessors, and confirming the guidelines with nine experts in national quality awards. The tools used were a Likert scale questionnaire adapted from the Baldrige Performance Excellence Program, a semi-structured interview form, and a guideline assessment questionnaire. The analysis included the Priority Needs Index (PNImodified), means, and standard deviations. The research findings indicate that current visionary leadership was high, and desirable conditions were at their highest. The component with the highest level of needs was measurement, analysis, and knowledge management. Best practices prioritize all seven OBECQA criteria components. The guidelines consist of principles, objectives, methods/processes, key success factors, and limitations/challenges. The overall guideline confirming results of propriety, feasibility, and utility were at the highest level. Therefore, administrators should focus on measurement, analysis, and knowledge management, as research findings indicate that administrators have the highest need in this component. Administrators should utilize assessment data to refine and improve their work to align with school development. The research findings indicate that: 1) The overall current situation and desired conditions for the visionary leadership of school administrators attached to the Secondary Educational Service Area Office Chiang Mai were rated highly. The Priority Needs Index (PNImodified) was 0.095, arranged from the highest to the lowest: measurement, analysis and knowledge management, operations, student and stakeholders, leadership, results, strategy and workforce. 2) Best practices for the visionary leadership of school administrators promote and support three main issues, consisting of methods/processes of leading the organization with vision, seven components, conditions for success and limitations/challenges that affect leading the visionary leadership, both internal and external factors. 3) Guidelines for the visionary leadership of school administrators attached to the Secondary Educational Service Area Office Chiang Mai consists of five main issues 1) The principle is to manage educational institutions to have quality according to OBECQA criteria. 2) The objective is to present guidelines for leading the organization with vision that results in quality educational institutions. 3) Processes according to the elements of leading an organization with vision, 4) Key success factors in leading an organization with vision, both in terms of knowledge and ability of leaders and cooperation from stakeholders, and 5) Limitations/challenges both internal factors and external factors and the overall results of the inspection of the guidelines—propriety, feasibility, and utility—are at the highest level