The impact of learning-centered leadership on teacher engagement in professional learning in Thailand

Abstract

This study explores the role of learning-centered leadership in fostering teacher trust, teacher agency, and teacher engagement in professional learning in Thailand. The research employed a mixed method with sequential explanatory design. Quantitative analysis employed confirmatory factor analysis and structural equation modeling to define the measurement model. Qualitative research is conducted through an in-depth interview and focus-groups with principals, middle-level leaders, and teachers to elaborates on the quantitative findings and to gain further insight about the relationship of principal leadership and teacher learning. Research results affirmed the role of learning-centered leadership in fostering teacher engagement in professional learning and highlighted teacher trust and teacher agency as the two significant mediators. The study also suggests human resource gap between urban and rural schools. In addition, the research introduces new model of leadership for teacher learning in Thailand, which consists of eight practices: Teacher/Leader collaboration, Open/Supportive environment, Support through various sources/approaches, Internal/External learning opportunities, Coaching/Mentoring program, Teacher research program, Continuous evaluation system, and Cultural competency.