แนวทางการเสริมสร้างพลังอำนาจครูสู่ความเป็นผู้นำด้านนวัตกรรมการศึกษาของสถานศึกษานำร่องในพื้นที่นวัตกรรมการศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาเชียงใหม่

Abstract

This study aimed to 1) examine the current and desired conditions of empowering teachers to become leaders in educational innovation, 2) explore the approaches to empowering teachers to become leaders in educational innovation, and 3) validate the approaches to empowering teachers to become leaders in educational innovation in pilot schools within the Educational Innovation Area under the Chiang Mai Secondary Educational Service Area Office. The sample consisted of 247 school administrators and teachers from pilot schools in the Educational Innovation Area. The informants included five experts. Data collection tools included questionnaires, interview records, and checklists. Data were analyzed using percentage, mean, standard deviation, and content analysis. Results revealed that 1. The current and desired conditions of empowering teachers to become leaders in educational innovation in the pilot schools in the Educational Innovation Area were generally at a high level. The aspect with the highest mean in the current condition was the promotion and development of cooperation within the school, while in the desired condition, it was motivating teachers. The overall necessity for empowering teachers to become leaders in educational innovation had a value of 0.13, with the greatest need being the aspect of motivating teachers. 2. The approaches to empowering teachers to become leaders in educational innovation in the pilot schools included: 1) School administrators should boost teachers' morale by giving gifts on occasions such as birthdays, graduation days, promotions, and various success milestones. 2) School administrators should listen to teachers' opinions and problems with empathy. 3)School administrators should allow teachers to make decisions regarding the use of innovations or technology in teaching, performing duties, and creating supportive systems for teachers in using innovations and technology. 4) School administrators should conduct themselves appropriately, be exemplary leaders, respected, orderly, and disciplined in their work. 5) School administrators should create open spaces for teachers to share their opinions and ideas, enabling the team to work together effectively. 3. The validation results indicated that the appropriateness, feasibility, and usefulness of the approaches to empowering teachers to become leaders in educational innovation in the pilot schools were at the highest level overall.