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Article: Exploring principal capacity to lead reform of teaching and learning quality in Thailand

TitleExploring principal capacity to lead reform of teaching and learning quality in Thailand
Authors
KeywordsEducation reform
Instructional leadership
Principal
School improvement
Thailand
Issue Date2013
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudev
Citation
International Journal of Educational Development, 2013, v. 33 n. 4, p. 305-315 How to Cite?
AbstractIn 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the Principal Instructional Management Rating Scale (). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions (Creating a School Mission and Developing a Positive School Learning Climate) and a lower level of activity on the dimension, Managing the Instructional Program. The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms.
Persistent Identifierhttp://hdl.handle.net/10722/163614
ISSN
2015 Impact Factor: 1.067
2015 SCImago Journal Rankings: 0.886
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHallinger, P-
dc.contributor.authorLee, M-
dc.date.accessioned2012-09-11T07:42:52Z-
dc.date.available2012-09-11T07:42:52Z-
dc.date.issued2013-
dc.identifier.citationInternational Journal of Educational Development, 2013, v. 33 n. 4, p. 305-315-
dc.identifier.issn0738-0593-
dc.identifier.urihttp://hdl.handle.net/10722/163614-
dc.description.abstractIn 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the Principal Instructional Management Rating Scale (). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions (Creating a School Mission and Developing a Positive School Learning Climate) and a lower level of activity on the dimension, Managing the Instructional Program. The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudev-
dc.relation.ispartofInternational Journal of Educational Development-
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in International Journal of Educational Development. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Educational Development, [VOL#, ISSUE#, 2012] DOI 10.1016/j.ijedudev.2012.03.002-
dc.subjectEducation reform-
dc.subjectInstructional leadership-
dc.subjectPrincipal-
dc.subjectSchool improvement-
dc.subjectThailand-
dc.titleExploring principal capacity to lead reform of teaching and learning quality in Thailanden_US
dc.typeArticleen_US
dc.identifier.emailLee, M: moosung1@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ijedudev.2012.03.002-
dc.identifier.scopuseid_2-s2.0-84876854180-
dc.identifier.hkuros217598-
dc.identifier.isiWOS:000319549400002-
dc.publisher.placeUnited Kingdom-
dc.identifier.citeulike10543591-

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