Guidelines Development for Promoting Learning Leadership among Teachers in Bangkok Metropolitan Administration Schools

Abstract

This research aimed to 1) study the characteristics and priorityneeds of learning
leadership among teachers in Bangkok Metropolitan Administration Schools, and 2) study the guidelines to promoting learning leadership among teachers in Bangkok Metropolitan
Administration Schools. A mixed-methods research approach was employed. The 1st sample group was 439 teachers Obtained through purposive sampling from Bangkok Metropolitan
Administration Schools and the 2nd group was seven experts. The research instruments included a learning leadership assessment scale and an in-depth interview form. The data were analyzed by priorityneeds assessment and content analysis. The findings revealed that  1) the characteristics of learning leadership among teachers showed team learning as the
highest-rated on the 1
st component (mean=4.265), followed by self-directed learning on the 5th component priority (mean=4.229). The priority needs assessment indicated the highest need in higher-order thinking on the 4th component (PNImodified=0.098), followed by integration for instructional development on the 6th component  (PNImodified=0.096). For 2) the guidelines to promote learning leadership of those were as following, the study highlighted the  importance of collaborative learning through professional learning communities, establishing
teacher networks to share best practices, conducting training programs and potential development, utilizing expert coaches and senior teachers as mentors, learning through
technology by using modern digital platforms, and promoting school-wide activities to foster
a learning culture. These strategies should be implemented on individual, school,  organization, policy, and society in all levels