Information from the abstract
This study had two objectives: 1) to identify the components and indicators of innovative leadership for school administrators; and 2) to examine the construct validity of innovative leadership using confirmatory factor analysis (CFA). The sample consisted of 360 school administrators and teachers from the Secondary Educational Service Area Offices in Northeastern Thailand, selected through stratified random sampling using educational service areas as strata, with a sample-to-parameter ratio of 15:1. The research instrument was a questionnaire designed to assess the components and indicators of innovative leadership. Content validity was confirmed through the Index of Item-Objective Congruence (IOC), with values ranging from 0.80 to 1.00. Item discrimination values, calculated using the Pearson Product Moment Correlation, ranged from 0.59 to 0.85, and the reliability coefficient (Cronbach’s alpha) was 0.93. Confirmatory factor analysis (CFA) was performed using the LISREL program. The study yielded two principal findings. First, a systematic synthesis of related literature and empirical studies identified six components of innovative leadership: (1) Innovative Vision, (2) Innovative Teamwork, (3) Innovative Creative Thinking, (4) Innovative Risk-taking, (5) Innovative Use of Digital Technology, and (6) Innovative Organizational Climate, operationalized through a total of 24 indicators. Second, the model fit indices confirmed a good fit to the empirical data: χ² = 275.29, df = 239, p-value = 0.05341, and RMSEA = 0.020.
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Related topics: School Leadership and Teacher Performance · Education and Communication Studies · Educational Leadership and Practices
Thai researcher and institutional participation
Nawaratwadee Chinakarawat · Surindra Rajabhat University
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