Development of an instructional leadership model for teachers in island schools: Evidence from the Phang Nga Primary Educational Service Area Office, Thailand

Parita Sanguansap, Navarat Waichompu and Jarus Ativittayaporn

African Educational Research Journal
Published: August 27 2026
Volume 14, Issue 3
Pages 605-616
DOI: https://doi.org/10.5281/zenodo.22127121

Abstract

This study aimed to (1) investigate learning management practices in island schools recognized for best practices under the Phang Nga Primary Educational Service Area Office, (2) develop an instructional leadership model for teachers in these schools, and (3) evaluate the model’s usefulness and feasibility. A mixed-methods approach was employed within a three-phase research and development framework. Phase 1 included a literature review and investigated learning management practices in three best-practice island schools through interviews with 10 key informants. Qualitative data were analyzed using content analysis. In Phase 2, findings from the literature review and Phase 1 were synthesized to develop the model, which was validated through a focus group discussion with nine experts. In Phase 3, 153 participants, comprising three educational administrators and academic personnel and 150 island-school teachers, evaluated the model. Quantitative data were analyzed using means and standard deviations. Phase 1 revealed context-responsive and learner-centered practices characterized by the use of local resources and community knowledge, instructional innovation, professional collaboration, and continuous improvement. The resulting Island Learning Leadership Development Model (ILD-I Model) comprised four major parts: principles, objectives, model components, and conditions for success. The model components encompassed teachers’ instructional leadership, methods for developing teachers’ instructional leadership, context-responsive learning management, and the teachers’ instructional leadership development process. Overall, the model was rated at the highest level for usefulness (M = 4.77, SD = 0.25) and feasibility (M = 4.78, SD = 0.25). Respondents therefore perceived the ILD-I Model as useful and feasible for supporting teachers’ instructional leadership development in island schools.

Keywords: Teachers’ instructional leadership, instructional leadership development model, island schools, ILD-I Model.

Full Text PDF

This article is published under the terms of the Creative Commons Attribution License 4.0