Developing Program of Creative Leadership for School Administrators

The purposes of the research were 1) to investigate components and indicators for creating creative leadership of school administrators, 2) to analyze current conditions, strategies and needs for creating the leadership,3) to develop a program for fostering creative leadership for school administrators and 4) to evaluate results of the program implementation. The research methodology was divided into 4 phases: 1) study of components and indicators for creative leadership from seven experts, 2) analysis of current situation and strategies for developing creative leadership program based on the data collected from 1,225 sample subjects, 3) design of a creative leadership program for school administrators assessed by seven experts, and 4) implementation of the program to ten school administrators. The thirty key informants for the leadership development program consisted of school administrators, academicians, and chairmen of the basic education committee. The statistics using for data analysis included the percentage, mean, standard deviation, modified priority needs index (PNImodified), and t-test. The results of the research were as follows: 1) The findings indicted that there were four key components, each comprising several indicators. These components and indicators for creative leadership consisted of imagination with three indicators: creative ideas, humor and a problem-solving, flexibility with three indicators: independent thinking ability, adaptability, and modernization/ acceptance of new ideas ; vision with three indicators: creation, promotion and implementation and trustworthiness with three indicators: extroversion, confidence and support for others.2) the overall condition of the creative leadership of school administrators was at a high level, and the overall need of the school administrators for creating creative leadership was at the highest level. Four strategies regarding of creating creative leadership were training, self study, field trip visit, and integrating theory for practice. Two high rated items of the needs for creating creative leadership were vision and trustworthiness. 3) the creative leadership program for school administrators consisted of rationale, objective, four modules of content: imagination, flexibility, vision and trustworthiness, development activities and evaluation. 4) the steps towards implementation of the program were as follows: 1) the overage posttest score of the school administrators for creative leadership after implementing the program was significantly higher than the pretest score at the .01 level ; 2) the overall creative leadership behavior of the administrators was at the highest level. The overall behavior of the school administrators for creative leadership after implementing the program was significantly higher than before implementing the program at the .01 level. 3) the overall satisfaction of the administrators with the creative leadership program was at a high level