Over the past two decades a growing

Over the past two decades a growing body of international research suggests that instructional
leadership from the principal is essential for the improvement of teaching and learning in schools.
However, in many parts of the world, the practice of instructional leadership remains both poorly
understood and outside the main job description of the principal. Thus, in many nations, the
expectation for principals to act as instructional leaders represents a major change from traditional
practice. The current study explores the principal’s changing role as an instructional leader in
Thailand, where education reforms adopted in 1999 sought to change modal approaches to teaching
and learning as well as school management. The study employed surveys of principal instructional
leadership conducted prior to and following adoption of Thailand’s National Education Act 1999 to
assess change in principal practice. The results suggest that despite new system expectations for
principal to act as instructional leaders, the predominant orientation of Thai principals remains
largely unchanged. The authors recommend that more systematic and substantial steps are needed
to train and support principals in making this change in their role.

Results (English) 3:

在过去的二十年中，越来越多的国际研究表明，教学，从校长的领导是必要的，在学校的教学和学习的改善，然而，在世界许多地方，教学领导的做法仍然是知之甚少和外部的主要工作描述的主要。因此，在许多国家，期望校长作为教学领导者代表了一个重大的转变，从传统的实践。目前的研究探讨了校长的角色转变的作用，在泰国，教育改革，在1999个试图改变模态的方法，教学和学习，以及学校管理。主要教学的调查研究领导进行之前和之后通过泰国的国家教育法1999，以评估在主要实践的变化。结果表明，尽管新的系统的期望，作为教学领导，泰国校长的主要方向仍然是基本不变的。作者建议，更系统的和实质性的步骤是必要的培养和支持校长的角色，使其改变。