Abstract

This research aimed to develop indicators and approaches for developing innovative leadership of world-class standard school administrators. The research methodology used was a multi-phase mixed method. The research was divided into 4 phases: Phase 1: Development of innovative leadership indicators by studying documents and research related to innovative leadership principles and theories and interviewing experts, and Phase 2: Testing the consistency of the developed innovative leadership structural relationship model with empirical data. The samples consisted of 500 administrators, 500 academic department heads, and 500 teachers, totaling 1,500 people, from 500 world-class international standard schools nationwide using confirmatory factor analysis (CFA), Phase 3: Creating and developing approaches and manuals for using innovative leadership development approaches, using a synthesis of research results from phases 1 and 2 and interviewing experts, and Phase 4: Evaluating the approaches and manuals for using innovative leadership development approaches, using Stufflebeam’s evaluation framework for propriety, feasibility, and utility. The research results found that 1) the innovative leadership indicators of world-class standard school administrators consisted of 5 main components, 17 sub-components, and 75 indicators, namely (1) the innovative vision, with 3 sub-components and 9 indicators; (2) innovative risk-taking, with 3 sub-components and 14 indicators; (3) Creating an Innovative Network, with 4 sub-components and 19 indicators; (4) innovative creativity, with 4 components and 18 indicators; and (5) Innovative change, with 3 sub-components and 15 indicators, 2) The structural relationship model of innovative leadership indicators has statistical values consistent with empirical data (Chi-square = 108.31, df = 95, P-value = 0.16561, c²/df = 1.14, RMSEA = 0.034), 3) The innovative leadership development approaches consist of 5 dimensions, 81 practices and the manual for using the innovative leadership development consists of 4 sections, and 4) The results of the evaluation of the approaches and the manual for using the approaches according to the evaluation standards were found to be at the highest level in all 3 aspects: propriety (x= 4.94, SD =0.23), feasibility (x= 4.92, SD =0.28), and utility (x= 4.89, SD =0.32).

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