UM MODELO DE LIDERANÇA COLABORATIVA PARA MELHORAR A EFICÁCIA ESCOLAR NA TAILÂNDIA
DOI:
https://doi.org/10.18623/rvd.v23.6103Palavras-chave:
Collaborative Leadership, Needs Assessment, Priority Needs Index, School Effectiveness, ThailandResumo
Este estudo desenvolveu e examinou um modelo de liderança colaborativa para melhorar a eficácia escolar em escolas primárias tailandesas sob a jurisdição do Escritório de Área de Serviço Educacional Primário de Suratthani 1 (Suratthani PESAO 1). Utilizou-se um delineamento de métodos mistos em três fases. Na Fase 1, avaliaram-se as necessidades por meio de um questionário respondido por 30 diretores e professores de seis escolas‑modelo, complementado por entrevistas. A análise dos dados foi realizada por meio de estatística descritiva e do Índice de Necessidades de Prioridade Modificado (PNImodified). A Fase 2 envolveu o desenvolvimento do modelo com base na avaliação de necessidades, na literatura e na validação por especialistas. Na Fase 3, o modelo foi implementado em seis escolas, avaliando‑se seu processo de implementação e a satisfação das partes interessadas. O nível atual de liderança colaborativa foi moderado (M = 3,35), enquanto o nível desejado foi o mais alto (M = 4,74), resultando em um PNImodified geral de 0,41. O Sistema de Trabalho foi classificado como a necessidade prioritária mais alta (PNImodified = 0,45). O modelo desenvolvido compreende cinco componentes – visão, inspiração, empoderamento, sistemas de trabalho e modelagem de papéis – e três dimensões de eficácia escolar. Os especialistas avaliaram a adequação e a viabilidade do modelo no nível mais alto. O processo de implementação e a satisfação das partes interessadas também foram avaliados no nível mais alto (M = 4,68 e M = 4,71, respectivamente). O modelo fornece uma estrutura validada e contextualmente apropriada para desenvolver a liderança colaborativa a fim de melhorar a eficácia escolar, com forte utilidade prática e aceitação pelas partes interessadas.
Referências
Aekwut, K., Julsuwan, S., & Chansirisira, P. (2025). Needs assessment for enhancing teacher leadership among teachers in small primary schools under the Office of Basic Education Commission. Journal of Education and Learning, 14(4), 262–269. https://eric.ed.gov/?id=EJ1480462
Amos, O., Siamoo, P., & Ogoti, E. (2022). Influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha Region, Tanzania. British Journal of Education, 10(7), 1–19. https://doi.org/10.37745/bje.2013/vol10n7pp119
Aroonsiwagool, A., Tuntiwongwanich, S., Pimdee, P., Meedee, C., & Moto, S. (2025). Assessing instructors’ perceptions of critical skills in computational thinking and block based programming: A needs assessment approach. International Journal of Instruction, 18(2), 245–260. https://doi.org/10.29333/iji.2025.18214a
Asvathitanont, C., Tangjitprom, N., Jaroonsaksit, R., Puasiri, P., & Aunmueng, K. (2024). Policy and Digital Economy and Society Development Action Plan Phase 2 (B.E. 2566–2570) (A.D. 2023–2027) and Digital Economy and Society Development Action Plan for Human Resource Development Phase 2 (B.E. 2566–2570) (A.D. 2023–2027). In N. Mansour & L. Bujosa (Eds.), Islamic Finance. Springer. https://doi.org/10.1007/978-3-031-48770-5_54
Berhanu, K. Z. (2025). Strategies principal used to develop teachers' psychological empowerment in primary schools in Ethiopia: Qualitative study. Current Psychology, 44(2), 864–881.
Chin, P. P. (2024). Unlocking the potential of visionary leadership: A study on shared vision, teamwork, and team performance. Education Quarterly Reviews, 7(2). https://ssrn.com/abstract=4813924
Gialamas, S., Pelonis, P., & Medeiros, S. (2014). Metamorphosis: A collaborative leadership model to promote educational change. International Journal of Progressive Education, 10(1), 73–83. https://eric.ed.gov/?id=EJ1017984
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654–678. https://doi.org/10.1177/1741143210379060
Kanawapee, C., Petsangsri, S., & Pimdee, P. (2022). The importance of sharing, caring, and collaboration in Thai teacher competency development through online professional learning communities. Journal of Positive Psychology and Wellbeing, 6(1), 3674–3689. https://journalppw.com/index.php/jppw/article/view/5900
Kazley, A. S., et al. (2016). Competency development and validation: An update of the collaborative leadership model. Journal of Health Administration Education, 33(1), 73–93. https://www.ingentaconnect.com/contentone/aupha/jhae/2016/00000033/00000001/art00006
Lawrence, R. L. (2017). Understanding collaborative leadership in theory and practice. New Directions for Adult and Continuing Education, 2017(156), 89–96. https://doi.org/10.1002/ace.20262
Li, Y., & Zhang, S. (2022). Qualitative data analysis. In Applied Research Methods in Urban and Regional Planning (pp. 149–165). Springer International Publishing. https://doi.org/10.1007/978-3-030-93574-0_8
Noppakhunwong, T., Kantathanawat, T., & Pimdee, P. (2025). Enhancing digital literacy in Thai higher education: A strategic imperative. Edelweiss Applied Science and Technology, 9(5), 1832-1837. https://doi.org/10.55214/25768484.v9i5.7291
Nyimbili, F., & Nyimbili, L. (2024). Types of purposive sampling techniques with their examples and application in qualitative research studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0196
Perrodin, D. D., Chantaranamchoo, N., Sukjairungwattana, T., Ketanon, R., & Paiwittayasiritham, C. (2025). Global goals, local gaps: Thailand’s long road to SDG 4 in education policy reform. Policy Futures in Education, Artice 14782103251413090. https://doi.org/10.1177/14782103251413090
Phillips, D. R., Stewart-Fox, T., Phillips, S., Griffith, M., & Bhojedat, J. (2023). Distributed leadership in education: A systematic review of its role in fostering innovative practices and enhancing school performance. International Journal of Science and Research, 12(11), 2083–2089. https://dx.doi.org/10.21275/SR231128014118
Pregoner, J. D. (2024). Research approaches in education: A comparison of quantitative, qualitative, and mixed methods. IMCC Journal of Science. https://hal.science/hal-04879841/
Ra-ngubtook, W., & Bhongsatiern, J. (2022). Basic education in Thailand. In L. P. Symaco & M. Hayden (Eds.), International Handbook on Education in Southeast Asia (pp. 1113-1137). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8136-3_21-1
Rakdee, H., Waichompu, N., & Dechpichai, W. (2025). Management Model for Internal Quality Assurance of Schools under Surat Thani Primary Educational Service Area Office. Higher Education Studies, 15(4), 45-57. http://files.eric.ed.gov/fulltext/EJ1484392.pdf
Saraphol, A., & Nuangchalerm, P. (2025). Strengthening program in academic leadership of primary school administrators: A modified priority needs index study. Journal of Practical Studies in Education, 6(5), 93–100. https://doi.org/10.46809/jpse.v6i5.139
Setyaningsih, S. (2025). Strategic model for improving instructor service quality: The role of visionary leadership, organizational culture, empowerment, achievement motivation, and trust. Tadbir: Jurnal Studi Manajemen Pendidikan, 9(1), 197–214. https://doi.org/10.29240/jsmp.v9i1.13371
Singhathongkul, N., Sirisuthi, C., & Prasertphorn, V. (2025). Model development of academic administration effectiveness in the digital era for extra large size primary schools under the Office of Basic Education Commission. International Education Studies, 18(6), 44–56. https://eric.ed.gov/?id=EJ1491629
Sukdee, T., & Pechsri, K. (2026). The development of a training course for enhancing the production of innovative learning and classroom action research for physical education teachers. Journal of Education and Learning, 20(2), 655–663. https://doi.org/10.11591/edulearn.v20i2.23327
Tiwong, P., Wannapairo, S., & Werathummo, A. (2025). Development of education administration model towards excellence in the 21st century for Thailand’s primary schools. International Education Studies, 18(2), 36–46. https://doi.org/10.5539/ies.v18n2p36
Tupthai, T., & Chansirisira, P. (2025). Needs assessment of participatory school management for academic effectiveness in provincial administrative organization schools: A study of Northeast Thailand. Journal of Education and Learning, 14(5), 348–356. https://doi.org/10.5539/jel.v14n5p348
Unger, F., & Sann, U. (2023). Promoting self-determination and motivation as leadership skills: A didactics to strengthen autonomy support and the importance of role models in social work management education. In M. Arnold (Ed.), Handbook of Applied Teaching and Learning in Social Work Management Education (pp. 271–289). Springer. https://doi.org/10.1007/978-3-031-18038-5_16
Ussarn, A., Pimdee, P., & Kantathanawat, T. (2022). Needs assessment to promote the digital literacy among students in Thai community colleges. International Journal of Evaluation and Research in Education, 11(3), 1278–1284. https://doi.org/10.11591/ijere.v11i3.23218
VanVactor, J. D. (2012). Collaborative leadership model in the management of health care. Journal of Business Research, 65(4), 555–561. https://doi.org/10.1016/j.jbusres.2011.02.021
Xupravati, P., Kulophas, D. (2026). Leading with Camaraderie: How Thai Principals Cultivate Collaborative School Cultures. In J. Chi-Kin Lee, J. (Ed.), Handbook of Asian Educational Innovation towards the Futures of Education. Springer International Handbooks of Education (pp. 1-25).. Springer, Singapore. https://doi.org/10.1007/978-981-96-3901-4_27-1
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Submeto (emos) o presente trabalho, texto original e inédito, de minha (nossa) autoria, à avaliação de Veredas do Direito - Revista de Direito, e concordo (amos) que os direitos autorais a ele referentes se tornem propriedade exclusiva da Revista Veredas, sendo vedada qualquer reprodução total ou parcial, em qualquer outra parte ou outro meio de divulgação impresso ou eletrônico, dissociado de Veredas do Direito, sem que a necessária e prévia autorização seja solicitada por escrito e obtida junto ao Editor-gerente. Declaro (amos) ainda que não existe conflito de interesse entre o tema abordado, o (s) autor (es) e empresas, instituições ou indivíduos.
Reconheço (Reconhecemos) ainda que Veredas está licenciada sob uma LICENÇA CREATIVE COMMONS:
Licença Creative Commons Attribution 3.0
