Strategy development for enhancing teaching efficiency through administrator leadership: A qualitative study of educational institutions in the Roi Kaen-Sarasin provinces cluster

Abstract

This research set out to investigate how leadership influence by managers impacts improving teaching performance in academic institutions across the provinces of Roi Kaen and Sarasin in Thailand. Using a qualitative approach, 20 participants, including teachers and administrators, were interviewed to identify key leadership traits, management practices, and institutional strategies. To ensure the validity of the interview content, three experts assessed the questions using the Content Validity Index (CVI). The findings emphasize transformational leadership, active communication, and professional development support as critical factors in enhancing teaching outcomes. Furthermore, emotional intelligence and empathy emerged as vital elements for fostering a positive work environment. A TOWS analysis will be used to summarize the findings of the research and derive four strategic options: Maxi-Maxi Strategy, Mini-Maxi Strategy, Maxi-Mini Strategy, and Mini-Mini Strategy. These strategies will help to combine internal strengths and weaknesses with external opportunities and threats to form actionable plans that would improve teaching efficiency in the face of resource constraints and cultural barriers among other challenges. It is hoped that these management strategies, derived from Administrator Leadership experiences, will be adopted in practice to yield significant benefits as valuable guidelines for enhancing the efficiency and effectiveness of sustainable teaching development.