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

P Hallinger, Moo Sung Lee

Research output: Contribution to journalArticle

30 Citations (Scopus)
4 Downloads (Pure)

Abstract

In 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.
Original languageEnglish
Pages (from-to)305-315
Number of pages11
JournalInternational Journal of Educational Development
Volume33
Issue number4
DOIs
Publication statusPublished - 2013
Externally publishedYes

Fingerprint

Thailand
teaching
learning
reform
Teaching
school
law reform
education reform
Law
rating scale
management
human resources
primary school
human resource
principal
secondary school
leadership
climate
leader
penetration

Cite this

@article{2d951effd78749b293a881d0de28f429,
title = "Exploring principal capacity to lead reform of teaching and learning quality in Thailand",
abstract = "In 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.",
keywords = "Education reform, Instructional leadership, School improvement",
author = "P Hallinger and Lee, {Moo Sung}",
year = "2013",
doi = "10.1016/j.ijedudev.2012.03.002",
language = "English",
volume = "33",
pages = "305--315",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Elsevier BV",
number = "4",

}

Exploring principal capacity to lead reform of teaching and learning quality in Thailand. / Hallinger, P; Lee, Moo Sung.

In: International Journal of Educational Development, Vol. 33, No. 4, 2013, p. 305-315.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Exploring principal capacity to lead reform of teaching and learning quality in Thailand

AU - Hallinger, P

AU - Lee, Moo Sung

PY - 2013

Y1 - 2013

N2 - In 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.

AB - In 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.

KW - Education reform

KW - Instructional leadership

KW - School improvement

U2 - 10.1016/j.ijedudev.2012.03.002

DO - 10.1016/j.ijedudev.2012.03.002

M3 - Article

VL - 33

SP - 305

EP - 315

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

IS - 4

ER -