Approaches to Disruptive Leadership Development of School Administrators in Schools under the Nonthaburi Primary Educational Service Area Office 2

This research utilized a mixed methods approach and was conducted in two phases. In the first phase, the study aimed to investigate the degree of success and important state of disruptive leadership of school administrators from the perspective of teachers in the Nonthaburi Primary Educational Service Area Office 2 (NPESAO2). A total of 306 teachers from NPESAO2 schools were selected using multi-stage random sampling based on a statistical determination using Cohen’s sample sizes at a significant level of .05. A five-point Likert scale with a reliability of 0.990 and 0.986, respectively, was utilized for phase one. Statistical analyses included mean, standard deviation, and the modified priority needs index (PNImodified) - the second phase aimed to develop a disruptive leadership approach for school administrators within the NPESAO2. Nine participants, including an academic expert in educational management at the directorial level (or equivalent), educational supervisors from the NPESAO2, and school administrators, were selected using purposive sampling. Semi-structured interviews were employed as the research instrument for phase two. The findings revealed that: 1) the degree of success and importance of state requirements for disruptive leadership of school administrators in schools under the NPESAO2 were at high and highest levels, respectively. The most crucial priority needs were strategic management, digital leadership, creative thinking, and lifelong learning. 2) The approach for developing disruptive leadership among school administrators under the NPESAO2 is the CLUDS model, which includes Creative Thinking, Lifelong Learning, Understanding, Digital Technologyin Education, and Strong Teamwork.