Creative Leadership Program Development for Secondary School Teachers Under the Provincial Organization in the Northeast Region of Thailand
Bibliographic record
Abstract
This research aimed to develop and evaluate a creative leadership program for secondary school teachers under Provincial Administrative Organizations in Northeastern Thailand. Employing a comprehensive research and development methodology, the study proceeded through three sequential phases. In Phase 1, we analyzed the components of creative leadership through content analysis and confirmatory factor analysis, collecting data from 700 and 500 teachers respectively. Phase 2 involved developing the creative leadership program by synthesizing program design literature and conducting a connoisseurship seminar with seven experts to evaluate its appropriateness and feasibility. In Phase 3, we implemented the program with 33 teachers and assessed its effectiveness. Data collection instruments included questionnaires, semi-structured interviews, and evaluation forms, with analysis conducted using descriptive statistics. Results revealed three distinct creative leadership components comprising 11 indicators: 1) Imagination (creative thinking, sense of humor, knowledge, and creative problem-solving); 2) Vision (vision creation, vision implementation, and vision dissemination); and 3) Divergent Thinking Skills (originality, fluency, flexibility, and elaboration). The developed program integrated five essential elements: theoretical principles, measurable objectives, three content modules corresponding to the identified components, a Three-Dimensional Development Model focusing on knowledge, practice, and reflection dimensions, and comprehensive evaluation methods. Implementation results demonstrated that teachers’ creative leadership behaviors increased significantly from “high” to “very high” levels, with program satisfaction rated at the “highest” level, confirming the program’s effectiveness for enhancing creative leadership capabilities among secondary school teachers in transitional educational contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".