Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 1

The Role of Strategic Leadership in Mediating the Improvement

of the Organizational Performance of the Indonesian Navy

Military Sea Lift Command Warship

Yudah Trismoyo 1*, Willy Arafah 2, Sarfilianty Anggiani3

Universitas Trisakti, Indonesia

Email: [email protected], [email protected], [email protected]

ABSTRACT This research aims to analyze the influence of esprit de corps,

organizational climate, and professionalism on organizational

performance in the Indonesian Navy Military Sea Lift Command

Warship, with both direct and indirect effects mediated by strategic

leadership. This research employs a quantitative approach with

hypothesis testing to examine the relationships between independent,

dependent variables and the effect of mediating variables. Data collection

is cross-sectional through primary data sources in the form of

questionnaires distributed online to 147 respondents from the population

of officers in the Indonesian Navy Military Sea Lift Command Warship.

The sampling technique uses the total sampling, while data analysis uses

Partial Least Square–Structural Equation Model Version 3.0. A total of

ten hypotheses were tested in this study, with results showing significant

direct effects of esprit de corps, organizational climate, professionalism,

and strategic leadership on organizational performance. On the other

hand, indirect effects were observed through the role of strategic

leadership as a significant mediating variable that links esprit de corps,

organizational climate, and professionalism to organizational

performance. The most significant direct effect was found in the

relationship between organizational climate and strategic leadership,

while the strongest indirect effect occurred with the organizational

climate’s influence on organizational performance through the mediation

of strategic leadership. Future research could expand the variables or

explore other factors influencing organizational performance, with a

larger sample size and a qualitative or mixed-method approach.

Keywords: esprit de corps, organizational climate, professionalism, organizational

performance, strategic leadership

INTRODUCTION

The Indonesian Navy Military Sea Lift Command is the Main Operational

Command of the Indonesian Armed Forces which is positioned and directly

responsible to the Indonesian Armed Forces Commander who has the task of

organizing Indonesian Armed Forces sea transportation operations in the context of

Military War Operations and Military Operations Other Than War as well as sea

transportation assistance in accordance with the Indonesian Armed Forces

Commander's policy. In 2023, The Indonesian Navy Military Sea Lift Command

has carried out 29 sea transportation operations in support of the shifting of

personnel and materials of the Task Force using the strength of 11 the Indonesian

Warships as transport elements (Kolinlamil, 2024). The high level of the Indonesian

Yudah Trismoyo, Willy Arafah, Sarfilianty Anggiani

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 2

Navy Military Sea Lift Command operational activities requires the responsibility

of each personnel in maintaining and improving organizational performance,

especially Indonesian Navy Warship crews.

Indonesian Navy Warship as the implementing element of the Indonesian

Navy Military Sea Lift Command operations is manned by soldiers who have

different corps and vocational backgrounds, for this reason perception and

understanding of the same goals are needed. Some of the problems faced by the

Indonesian Navy Military Sea Lift Command Warships are that the number of crew

personnel does not match the personnel list, so that several positions are carried out

by other personnel who are not in their vocation or expertise. In addition, most of

the Indonesian Warships in the The Indonesian Navy Military Sea Lift Command

have exceeded their service life of over 35 years (Karadona, et al., 2023), so that

there is a decline in technical conditions and accommodation for crews.

According to Enoch and Tende (2022), the success of organizational

performance can be influenced by esprit de corps, organizational performance (He

et al., 2022) and professionalism (Kamaruddin, et al., 2023). The achievement of

The Indonesian Navy Military Sea Lift Command’s performance through the

implementation of operations is thought to be partly influenced by several factors,

including esprit de corps, organizational climate, and professionalism to improve

organizational performance to succeed in the Indonesian Navy Military Sea Lift

Command’s duties.

Esprit de corps is described as the selfless devotion and enthusiasm of group

members towards the group or its goals. In Military Science, esprit de corps

generally evokes military associations (Okoro, 2019). Blaufarb (1989) describes

esprit de corps as an individual-level concept, described as the enthusiasm, passion,

dedication, zeal, or devotion felt by an individual towards a goal or objective.

Kayworth (2020) argues that esprit de corps or teamwork allows organizations to

bring together perspectives from different cultures and business customs to avoid

counterproductive ethnocentric bias but instead encourage "groupthink" and

develop innovative solutions to various problems. This study adopts the

measurement dimensions according to Boyt et al., (2005) namely leadership,

communication, public image, mutual trust and training, these dimensions are

considered appropriate to the object of research. The esprit de corps that arises in

the Indonesian Warship is influenced by leadership and communication between

crew members, in addition to public image and mutual trust as motivation and pride,

training is an implementation of the spirit and cooperation as crews which is

teamwork.

Ivancevich et al., (2008) stated that organizational climate is a collection and

pattern of the environment that determines the emergence of motivation and focuses

on principles that are reasonable or can be assessed, so that it directly affects

organizational performance. This study uses the measurement dimensions of Abun

et al., (2023), namely clarity, standards, individual responsibility, flexibility, reward

and recognition and team commitment. Organizational climate at the Indonesian

Warship reflects how the crew perceives the workplace and the fulfillment of

supporting facilities and infrastructure for work, clarity in regulatory guidelines,

understanding the meaning of contribution to work and getting rewards or awards

and interpreting a challenge at work.

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Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 3

Professionalism in the military is rooted in the work of Samuel Huntington

who described military professionalism as a type of functional group with

specialized characteristics, with expertise, responsibility, and corporate nature that

make up professionalism. Expertise refers to the special talents of military

personnel, as well as the education and training needed to develop those skills

(Budeci, 2023). Yansheng et al., (2018) a person is said to be professional if his

work shows the technical or moral requirements of the profession he chooses. The

dimensions of measuring professionalism in this study use five dimensions

explained by Morrow and Goetz, namely dedication, social obligation, autonomy

demands, belief in self-regulation, and professional community affiliation (Cohen,

1999), with considerations that are considered appropriate to the object of research.

The professionalism of the Indonesian Warship crews is not only obtained from

education and training, but requires dedication to carry out tasks according to the

rules and good cooperation between crews

Organizational performance is the achievement of performance achieved by

an organization compared to previously set targets or goals that can be measured

based on financial and non-financial aspects (Kalambo, et al., 2024). According to

Nyathi et al., (2023) organizational performance is a collection of financial results,

organizational results, and human resource results. Organizational performance is

related to how an organization performs in terms of profit levels, market share, and

product quality of other organizations in the same or different industries. Sinnaiah

et al., (2023) stated that organizational performance is interpreted as analyzing a

series of improvements to achieve organizational goals. The dimensions developed

by Barreda et al., (2023) are considered appropriate to the research object, namely

self-motivation, competencies and effectiveness. For the crew of the Indonesian

Navy Military Sea Lift Command Warship, these dimensions can be implemented

to improve organizational performance in order to achieve the assigned tasks.

Guillot (2003) from the United States Air Force defines strategic leadership

as the ability of an experienced leader who has the wisdom and vision to create and

implement plans and make important decisions in an unstable, uncertain, complex,

and ambiguous strategic environment. Strategic leadership is a person's ability to

anticipate, maintain flexibility, think strategically, and work with others to initiate

changes that will create a good future for the organization a successful strategic

leader is a leader who can easily adapt and manage risk effectively. Barreda et al.,

(2023) define strategic leadership as the capacity that characterizes people who are

responsible for several areas or entities, to lead a group of people, motivate them,

to achieve expected achievements, which are based on improving teamwork. The

study used the dimensions of strategic leadership measurement by Eqwakhe and

Adeoye (2019), namely: risk taking, communication, decision making, strategic

intent, and ethical practices. The advancement of sensor, weapon and control

technology is currently developing along with the demands of technological

advances. This is a challenge faced by every Indonesian Warship Commander,

marked by increasing work volume, efficiency and more complex interactions

between individuals that can cause problems, so leadership is needed that is able to

answer these challenges.

The research gap in this study is based on previous research, where strategic

leadership is used as a mediator variable that mediates esprit de corps,

organizational climate and professionalism on organizational performance. In the

Yudah Trismoyo, Willy Arafah, Sarfilianty Anggiani

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 4

context of this research, the implementation of strategic leadership at both the

regulatory and operational levels related to operations and training at the Indonesian

Navy Military Sea Lift Command Warship and has a direct impact on the success

of the tasks given when faced with existing problems.

METHOD

The research design used is a quantitative approach that emphasizes the use

of formal questions with predetermined respondent choices in a questionnaire or

survey given to several respondents (Hair et al., 2019). The study uses primary data

sources through the distribution of questionnaires (google forms) to respondents.

The individual analysis unit used consisted of the officers from ten of the

Indonesian Navy Military Sea Lift Command Warship. Data collection was carried

out in one time period (cross sectional) from November 1, 2024 to January 31, 2025.

The population used in this study were all officers serving in the the

Indonesian Navy Military Sea Lift Command Warship as many as 147 officers. In

this study, sampling was done using total sampling, where all populations were

sampled. This method usually has high-quality samples, because there are certain

criteria or provisions for who the samples are (Hair et al., 2017) these criteria

include: respondents were taken from the Indonesian Warship officers and

respondents were taken from officers serving in the Indonesian Navy Military Sea

Lift Command Warship with the positions of Commander, Executive Officer, Chief

of Department and Division. The analysis method used in the study is the Structural

Equation Model Partial Least Square (SEM-PLS), data processing is carried out

using SmartPLS software version 3.0.

The work system in the Indonesian Warship is formed from the combination

of various qualifications demanding the performance of soldiers to be able to carry

out their duties and responsibilities well. The key success factor of a the Indonesian

Navy Military Sea Lift Command is the factor "The man behind the gun" which

greatly determines the success of organizational performance. The research

framework is depicted in the form of a relationship as shown in the following

scheme:

Figure 1. Conceptual Framework of Research

The Role of Strategic Leadership in Mediating the Improvement of the Organizational Performance Of the Indonesian Navy Military Sea Lift Command Warship

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 5

The hypothesis in this research are:

H1 : The positive effect of esprit de corps on organizational performance

H2 : The positive effect of organizational climate on organizational

performance

H3 : The positive effect of professionalism on organizational performance

H4 : The positive effect of esprit de corps on strategic leadership

H5 : The positive effect of organizational climate on strategic leadership

H6 : The positive effect of professionalism on strategic leadership

H7 : The positive effect of strategic leadership on organizational performance

H8 : The effect of the mediating role of strategic leadership between esprit de

corps on organizational performance

H9 : The effect of the mediating role of strategic leadership between

organizational climate on organizational performance

H10 :The effect of the mediating role of strategic leadership between

professionalism on organizational performance

RESULTS AND DISCUSSION

The results of the hypothesis test of the effect of independent variables on the

dependent can be seen in table 1. The required quality requirement is 5%

significance if the p-values exceed 0.05. According to applicable provisions, if the

p-value < 0.05, it indicates that the requirements have been met so that “Ho” is not

supported or “Ha” is supported.below.

Table 1. Hypothesis Testing Results

Hypothesis Coefficiancy p-

Value Decision

H1 Esprit de corps has a positive effect on

organizational performance 0.403 0.000 supported

H2` Organizational climate has a positive effect on

organizational performance 0.175 0.001 supported

H3 Professionalism has a positive effect on

organizational performance 0.362 0.000 supported

H4 Esprit de corps has a positive effect on strategic

leadership 0.094 0.188

not

supported

H5 Organization climate has a positive effect on

strategic leadership 0.418 0.000 supported

H6 Professionalism has a positive influence on

strategic leadership 0.101 0.176

not

supported

H7 Strategic Leadership has a positive effect on

organizational performance 0.368 0.000 supported

H8

The mediating role of strategic leadership has a

positive effect between esprit de corps on

organizational performance.

0.117 0.007 supported

H9

The mediating role of strategic leadership has a

positive effect between organizational climate

on organizational performance.

0.172 0.001 supported

H10

The mediating role of strategic leadership has a

positive effect between professionalism on

organizational performance.

0.358 0.000 supported

Yudah Trismoyo, Willy Arafah, Sarfilianty Anggiani

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 6

The Effect of Esprit De Corps on Organizational Performance

The results of this test indicate that the esprit de corps variable has a

significant positive effect on organizational performance in the Indonesian Navy

Military Sea Lift Command. The findings of this study indicate that when the level

of togetherness and mutual support among members in the Indonesian Navy

Military Sea Lift Command Warship increases, this has a direct impact on

improving overall organizational performance. Thus, it can be concluded that esprit

de corps has an important role in driving better performance in the Indonesian Navy

Military Sea Lift Command. Strong esprit de corps in the Indonesian Warship can

also influence better and faster decision-making because team members feel more

confident in each other. This is very important in a military environment that

requires high speed, accuracy, and coordination. This finding is in line with research

conducted by Enoch and Tende (2022), who stated that esprit de corps has a

significant effect on organizational performance, including in the context of

military organizations.

The Effect of Organizational Climate on Organizational Performance

The test results prove that organizational climate has a direct positive effect

on organizational performance. The results of this study are in line with the research

findings of Abun et.al., (2023) which state that organizational climate has an

important role in influencing organizational performance. This shows that a

conducive and supportive work atmosphere greatly influences the level of

individual and organizational performance. In the context of the the Indonesian

Navy Military Sea Lift Command, improving a good organizational climate can

improve cooperation between members, encourage better collaboration, and

increase job satisfaction which has an impact on overall performance. In addition,

the results of the influence of organizational climate on performance also show that

positive changes in work environment factors can have a major impact on

productivity. Therefore, the Indonesian Navy Military Sea Lift Command must

continue to pay attention to and develop a supportive organizational climate to

improve the performance of personnel at every level, create a productive and

harmonious work atmosphere, and encourage the achievement of organizational

goals optimally.

The Effect of Professionalism on Organizational Performance

Professionalism is closely related to the mastery of work-relevant skills and

knowledge, as well as ethical and responsible behavior, all of which contribute to

better performance. Mulyadi, et al., (2020); Haryati and Suhermin (2020) revealed

that professionalism in an organization has a significant impact on achieving

organizational goals because it motivates members to work with high quality and

efficiency. This also applies in the context of the Indonesian Navy Military Sea Lift

Command, where professionalism in carrying out tasks and responsibilities greatly

affects the overall performance of the organization. The results of this test indicate

that to improve organizational performance, the Indonesian Navy Military Sea Lift

Command must pay attention to the development of professionalism of its

members, through training, skill development, and the implementation of a strict

code of ethics.

The Effect of Esprit De Corps on Strategic Leadership

The test results show that esprit de corps does not have a positive effect on

strategic leadership. The results of this study contradict several studies by Affandi,

The Role of Strategic Leadership in Mediating the Improvement of the Organizational Performance Of the Indonesian Navy Military Sea Lift Command Warship

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 7

et al., (2019); Okoro, (2019) which show that esprit de corps, which refers to the

spirit of togetherness and solidarity in a group or organization, can influence

leadership style and decision-making in the context of strategic leadership. Most

crews may be more focused on daily tasks and carrying out routines according to

their responsibilities without seeing a direct link between esprit de corps and

strategic decision-making. This suggests the need for a deeper understanding of

how esprit de corps is translated into the context of strategic decision-making in the

military environment. In addition, another factor that can influence this result is the

dominance of a larger hierarchical structure of superiors in strategic decision-

making. In a military organizational structure, strategic decisions are often more

influenced by decisions from leaders who have high authority, not just the collective

spirit of members that can lead to such decisions.

The Effect of Organizational Climate on Strategic Leadership

The test results prove that organizational climate has a positive effect on

strategic leadership. The results of this study are in line with the findings of research

by Toma et al., (2019); Hasbi et al., (2020); Latif (2023) which show that a positive

organizational climate can encourage the creation of effective leadership in an

organization. Openness in communication, recognition of performance, and support

in strategic decision-making are factors that can improve the quality of strategic

leadership. In the Indonesian Warship, which has a high disciplinary structure, the

creation of a conducive organizational climate is very important to facilitate

adaptive and responsive leadership to changes that occur. This condition reflects

the importance of the role of organizational climate in facilitating the

implementation of more effective strategies. A positive organizational climate not

only provides encouragement for strategic leadership but also strengthens the

relationship between leaders and members of the organization in achieving long-

term goals. Thus, good organizational climate management is the main key to

improving the quality of strategic leadership at the Indonesian Warship.

The Effect of Professionalism on Strategic Leadership

The test results show that professionalism does not have a positive effect on

strategic leadership. This finding indicates that although professionalism is

considered an important element in individual performance in an organization, it

does not directly affect the quality of strategic leadership. This may be caused by

other factors that are more dominant in influencing strategic leadership such as

organizational climate, leadership vision, and the organization's ability to respond

to change. As explained by Mau and Wooley (2019), strategic leadership requires

more than just professionalism because it requires clarity of vision, effective

communication skills, and the capacity to make decisions that are relevant to the

organizational context. Strategic leadership is more influenced by the integration of

various factors, including leadership experience, organizational values, and the

ability to deal with stressful situations.

The Effect of Strategic Leadership on Organizational Performance

The test results show that strategic leadership has a positive effect on

organizational performance. This finding confirms the importance of the role of

strategic leadership in improving organizational performance. Effective strategic

leadership can help organizations formulate a clear vision, manage change well,

and optimize existing resources to achieve long-term goals. This is in line with the

findings of Ashkevari and Ghasemi (2023); Azeez (2021); Payal et al., (2019)

Yudah Trismoyo, Willy Arafah, Sarfilianty Anggiani

Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 8

which state that good leadership can drive better performance in an organization,

because strategic leaders could motivate organizational members and direct them

towards achieving greater goals. Strategic leadership is a key factor in achieving

operational goals and improving organizational performance, especially in facing

complex and challenging dynamics. Leaders who can implement the right strategy

and align their vision with organizational goals will motivate members to give their

best contribution, which in turn increases operational effectiveness and efficiency

in the Indonesian Navy Military Sea Lift Command Warships.

The Effect of the Mediating Role of Strategic Leadership Between Esprit De

Corps on Organizational Performance

The test results show that esprit de corps has a positive effect on

organizational performance mediated by strategic leadership. This finding indicates

that esprit de corps, which describes the spirit of togetherness and solidarity in an

organization, has a positive impact on organizational performance through the

influence of strategic leadership. When members of an organization have high

esprit de corps, this will strengthen collaboration and communication which in turn

helps leaders to implement policies and achieve organizational goals more

effectively. Strategic leadership acts as a mediator that allows esprit de corps to be

realized in actions that support increased organizational performance. Klein et al.,

(2019) revealed that esprit de corps contributes to leadership effectiveness and,

ultimately, improves organizational performance. In this case, strategic leadership

plays an important role in directing the collective energy of organizational members

towards achieving predetermined goals. Strengthening esprit de corps in the

Indonesian Navy Military Sea Lift Command Warships can support improved

operational performance, especially if supported by strategic leadership that is able

to facilitate synergy between soldiers. Leaders who understand the importance of

building esprit de corps can create an environment that supports the achievement of

more optimal performance within the organization.

The Effect of the Mediating Role of Strategic Leadership Between

Organizational Climate on Organizational Performance

The test results show that organizational climate has a positive effect on

organizational performance mediated by strategic leadership. A conducive

organizational climate, such as a work atmosphere that supports open

communication and participation of soldiers, can increase the effectiveness of

strategic leadership in leading the organization towards achieving goals. Strategic

leaders who can create a positive organizational climate will facilitate decision

making and implementation of policies that support organizational performance.

Sipahutar, et al., (2024) found that an organizational climate that supports

collaboration and openness can improve organizational performance by facilitating

more effective decision making and supporting visionary leadership. The

importance of a supportive organizational climate, such as strengthening

cooperation between departments, transparent communication, and recognition of

the contributions of organizational members, can improve more optimal operational

performance. Strategic leadership acts as an effective director to ensure that a good

organizational climate is translated into real actions that support the achievement

of the organization's mission.

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Journal of Management, Economics and Finance, Vol. 3, No. 3. March, 2025 9

The Effect of the Mediating Role of Strategic Leadership Between

Professionalism on Organizational Performance.

The test results show that professionalism has a positive effect on

organizational performance mediated by strategic leadership. Professional leaders

not only develop personal competencies but also motivate team members to achieve

higher performance standards. Therefore, high professionalism can strengthen the

effectiveness of strategic leadership in driving the achievement of organizational

goals. These findings indicate that strengthening professionalism among military

organization personnel, especially the Indonesian Warships which are reflected in

high competence and work ethics can play a role in increasing the effectiveness of

strategic leadership. Ultimately, this affects overall organizational performance.

Leadership driven by high professionalism can create a productive and results-

oriented work atmosphere.

CONCLUSION

The conclusion of this research consists of ten hypotheses. Based on the

results of hypothesis testing, it can be concluded that of the seven direct influence

hypotheses in this study, there are two unsupported hypotheses, namely hypothesis

four (H4) and hypothesis six (H6). Meanwhile, the three indirect influence

hypotheses are all supported and are partial mediation. The direct effect is shown

in the direct influence of esprit de corps, organizational climate, professionalism,

and strategic leadership on organizational performance at the Indonesian Navy

Military Sea Lift Command Warships. While the indirect effect is shown in the

influence of strategic leadership as a positive mediating variable in mediating the

influence of esprit de corps, organizational climate, and professionalism on

organizational performance. The direct effect with the most significant p-value is

in the influence of organizational climate on strategic leadership. Meanwhile, the

strongest finding of the indirect effect of the mediating variable strategic leadership

is in the organizational climate variable on organizational performance.

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International Education Studies; Vol. 9, No. 10; 2016 ISSN 1913-9020 E-ISSN 1913-9039

Published by Canadian Center of Science and Education

34

Development of Program to Enhance Strategic Leadership of Secondary School Administrators

Pimpisa Chatchawaphun1, Suwat Julsuwan1 & Boonchom Srisa-ard1

1Faculty of Education, Mahasarakham University, Thailand

Correspondence: Pimpisa Chatchawaphun, Faculty of Education, Mahasarakham University, Thailand. Tel: 66-828-702-864. E-mail: [email protected]

Received: March 14, 2016 Accepted: April 25, 2016 Online Published: September 22, 2016

doi:10.5539/ies.v9n10p34 URL: http://dx.doi.org/10.5539/ies.v9n10p34

Abstract This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts. Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program. Step 3 required 7 experts to evaluate and comment on the program. Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators’ enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators’ enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.

Keywords: development of program, strategic leadership enhancement program, strategic leadership, basic education institutes administrator

1. Introduction 1.1 Challenges

Rapid changes in science and information technology during globalization have made it difficult for each nation to stand individually. Countries require cooperation and inter-nation reliance including higher level of cooperation in operating missions and problem solving. At the same time, the world is full of information which people need to consider, analyze, categorize and decide upon, in order to keep up with the social dynamic. This leads to economic competition, trading and international-industrial collaboration. One factor driving these changes and processes is education. In order to keep up with the aforementioned circumstances, education in several countries needs to be reformed as it has to confront the challenges of the 21st century and have adequate efficiency to compete in the global market (Upper Secondary Education Bureau, 2013).

The content of the Educational Acts of B.E. 2542 (Revision) introduced concepts and procedures seen as educational reform, considering the acts attempted reform in many ways, such as reforming the education system to relate to the total system with child-center teaching and learning methods: To wit, there must ensue curriculum and content, teaching procedure (both intra and extra-curricular), management system and total organization of educational administration of governmental offices, local administration organizations and private sectors by decentralization and participation policy. Teachers and educational personnel must be given focus via the improvement of teacher status and quality, educational resources and investment for powering up educational

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resources into the system, quality assurance by validating internal and external audits and educational media and technology for standardization of a variety of media and technology (Educational Reform Office, 2001). To reform education, there are several factors required for success, especially at operational level consisting of educational institutions under institutional administrators. The administrator is a very crucial contributor to administrate and manage education and achieve institutional commitment. The administrator needs to be knowledgeable, capable and ethical in order to achieve this commitment (National Educational Committees, 2002). Pahe (2010) mentioned that a school administrator is the key person in a school, basin organization, to mobilize strategic reformation in the second decade in paving the school for efficiency. Thus, it’s inevitable that the school administrator be a knowledgeable worker with professionalism and an educational leader who can utilize science and arts integrated in the management of the school to achieve the highest goals. In consequence, institution leaders need vision and determination to encourage their subordinates to acquire leadership by adopting participatory management or teamwork in the organization. They can create relationships between leaders and followers. The leader is bound to seek strategies or tools to lead the organization to its excellency and efficiency. A good leader should be capable of encouraging followers to be attentive, united, and willing to work and more importantly to support them morally in their duties. That best tool for running an effective educational institution is leadership (Chijang, 2009).

1.2 Visionary Leadership

Leadership is one of the attributes influencing personnel to shift working behavior toward organizational success and objectives. A high-potential leader produces high-productive performance of the organization, because leadership influences organizational changes effecting teamwork. More importantly, leadership yields an effective organization (Ivancevich, Konopaske, & Matteson, 2008). Leadership is crucial for organization success. The administrator with evident leadership reflects persuasive power over others in the team to achieve organizational commitment by their belief that the administrator makes a difference and understands organization (Yukl, 2010). Developing leadership necessitates the appreciation of several problems. First, undervaluing of leadership is caused by lack of knowledge of leadership, its benefits or influences over the performance of the organization or the personnel in the organization as a result of non-monetary benefit-measurement. Second, there is a lack of knowhow of leadership development. To wit, some organizations still focus on the old school leadership knowhow which is not applicable in present situations. These organizations state that they are improving leadership but instead mistake leadership for administration that aims to improve the roles and duty of management, not leadership of personnel. In Thailand, the idea of modern and ethical leadership is yet to be widespread. Lack of research on this subject has resulted in no authority or national organization paying attention to leadership development with the limited amount of budget to invest in it. Third, there is inadequate training caused by the lack understanding regarding training programs such as learning theory, technique and activities to encourage change in the attitudes or behavior or personality, integration of training program and practice, feedback, appropriate rewarding processes and organizational cultures and values toward leadership improvement. Therefore, it is necessary to have knowledge and better understanding regarding leadership (Jongwisan, 2013). Kangpeng and Chusorn (2014) presented relevant ideas of that leadership as interpersonal aspects since nowadays changes happen every day. Organization leaders are required to cause inspiration and motivation by using the power and influence they have to direct or support everyone in organization to the right direction in order to achieve the results they have set before. Thus, to develop leadership skill focuses on management to better quality organization with clearer vision and management, especially of the leader since many researchers confirmed that leadership and education development in practice are interrelated and need support.

1.3 Visionary Strategic Leadership of Secondary School Administrators

Currently, administrators are essential and need to have management strategy that includes leadership in strategic educational management. Leaders need to acquire strategic leadership in order to driven the organization to a target set effectively and efficiently (Deeboonmee, 2013). Lammana (2014) reported in her work that Thai education keeps changing their educational policy which causes the schools especially in secondary high school level to compete with one another in developing their education management in order to persuade more students to enroll at their school. To keep up with the changes, the secondary high school administrators are forced to adapt and learn to improve themselves for better knowledge, skills and required qualifications, especially in the aspect of strategic leadership so as to create the strengths of their school to meet the requirements of current and prospective students. All in all, the nowadays, administrators need to have strategic leadership in which to bring success to the organization. One of the important characteristics of strategic leadership is vision, with wider vision to be taken into practice (Yawirat, 2007). Strategic leadership consists of the following attributes: vision

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and strategic setting, capability in applying strategies into practice, ability to create and develop work effectively, being attentive to work, and the ability to evaluate and develop strategy (Naowabutr, 2013). Strategic leadership also requires understanding and value of decision making, with support provided to teachers or faculty (Carr, Corkwell, & Johnson, 2009). The most important success-factor for strategic management is knowledge and potential of the administrators in the following skills: strategic leadership, ability to think strategically, change management, and vision. In this study strategic leadership and strategic thinking are discussed (Wootton & Horne, 2010). A successful strategic educational institution administrator relies heavily on reinforcement by receiving training and practicing leadership skill. The training program must be intense in an appropriate period of time in preparing an amateur leader to be a professional manager (Kaewdang, 2006). Similarly, Yawirat (2013) said that a good leader needs continual improvement by many means, such as attending meetings or seminars to keep themselves up to date. This covers also personality, attitudes, emotion and social skills with the goal of attaining modern expertise and leadership commensurate with current changes. Kaenla (2014) stated that leadership development in secondary schools affected all areas of school advancement, because the school heads are in charge of making decisions in leading the institutions toward success. The most important training for them is that which develops heads to become strategic leaders who can apply principles, concepts, knowledge and skills into practices in schools, and make work performance respond to plan objectives. Chaijuthaphak (2015) presented his ideas regarding strategic leadership of secondary school administrators as an important tool for managing big size schools. Administrators with strategic leadership are those who can apply principles, knowledge and characteristics with skills required for self-development to work and support colleagues and work by creating good organizational culture, future planning, broad vision, and being able to perform tasks in order to meet schools’ and society’s expectations. For these reasons, the researcher, as a secondary school administrator, believes that strategic leadership is appropriate for managing schools by enhancing this skill for secondary school administrators working in large secondary schools who cannot avoid confronting many problems and bear real responsibility in managing teachers and students. Therefore, the school administrator should have strategic leadership for planning to cope with forthcoming problems by thinking in advance and creating good organizational culture for school success (Phusing, 2015). Earlier literature has confirmed the relationship between strategic leadership and work efficiency and effectiveness. The pre-promoting training curriculum for school administrators is yet complete. Therefore, the author has become interested in the development of a program for enhancing strategic leadership in secondary school administrators.

2. Research Objectives This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs of strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program

3. Method and Instrument This research and development is divided into 4 steps:

Step 1: Investigating theory and relevant researches, principles and desirable strategic leadership of secondary school administrators. The first step of this research collected data from the relevant literature, publications, online research, and academic databases regarding leadership and strategic leadership. In-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts. A semi-structured interview was verified by 5 experts using IOC technique used as a research tool. Statistics used in data analysis were content validity, mean and standard deviation.

Step 2: Investigating current condition of strategic leadership and needs in development of strategic secondary school administrator enhancement program. The survey on the sample group consisted of 369 directors, deputy directors, and heads of programs, by using a 5-rating scale questionnaire. Data were verified by finding Item Total Correlation and Cronbach’ Alpha Coefficient. Statistics used to analyze data were percent, mean, standard deviation and Modified Priority Needs Index (PNI modified).

Step 3: Developing the strategic leadership of the secondary school administrator enhancement program. The collected data from step 2 were used as a guideline in developing the strategic leadership of the secondary school administrator enhancement program and creating a respective manual. The program was evaluated and commented upon by 7 experts employing a 5-rating scale questionnaire. Statistics used in data verification were content validity, mean and standard deviation.

Step 4: Applying the strategic leadership of the secondary school administrator enhancement program. The invented program was applied among the sample group of 15 directors from 4 schools under the Office of Educational Services Area Zone 30. They voluntarily participated in the program, evaluated the program via 2

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evaluation forms: self-evaluation and by-teacher-evaluation. Statistics used in data verification were content validity, mean and standard deviation.

4. Results The results of the research showed that:

1) Investigating theory and relevant researches, principles and desirable strategic leadership of the secondary school administrators.

There were 3 major elements, 16 sub-elements and 75 indicators discovered.

2) Investigating desirable conditions and needs in development of the strategic secondary school administrator enhancement program.

It was revealed that the strategic leadership of the secondary school administrators was at a high level overall and in each aspect. The desirable condition of strategic leadership at secondary school was at a high level overall and in each aspect. The priority need index of strategic leadership of secondary school administrators was ranked from high to low and described the first two major elements with equal value as principles and attributes, while the skills of the strategic leadership was ranked secondly.

3) Developing the strategic leadership of the secondary school administrator enhancement program.

The developed program of the strategic leadership of the secondary school administrator consisted of 2 items 1) the program manual, which contained 4 parts: introduction, the strategic leadership of the secondary school administrator enhancement program, the application of strategic leadership development, and the program evaluation; 2) the program of strategic leadership of the secondary school administrator enhancement contained the following: 1) program principles; 2) program objectives; 3) contents, which consisted of 3 modules as the strategic leadership principles, the strategic leadership attributes, and strategic leadership skills in which there were 5 parts (introduction, background, principle-to-practice, lesson summary and evaluation) inclusive in each module; 4) the activities to develop the strategic leadership were various in order to create a body of knowledge, understanding, skills for strategic leadership and Continuous Self Development. The activities consisted of 3 parts, taking 180 hours of training: part 1 was 18 hours of coursework and training presented in three modules of principles, attributes and skills of the strategic leadership. Part 2 was 36 hours of relationship development. Part 3 was 126 hours of challenge assignments. 5) Measurement and evaluation is described as Figure 1 below.

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2) The principles on the strategic leadership consisted of 7 sub-elements and 35 indicators as described below:

Sub-element 1 showed the appropriate principles of the strategic leadership were 1) balancing working life and personal life, 2) balancing personal life and working behavior of colleagues, 3) having positive attitude, 4) being confident and 5) having adaptability toward others and willingness to change. This is consistent with Kouzes and Posner (1993) saying that reliability causes trust and confidence from colleagues is an important element of a good leader as suggested in the researches of Quong and Walker (2010), Stephen and Robbins (2008), Ussahawanitchakit (2011).

Sub-element 2 modern visionary contains 5 indicators as 1) accepting organizational changes, 2) maintaining good work and planning for future development, 3) applying strategy and invention which is proved to be workable into one’s organization, 4) designating possible directions for the organization and 5) inventing and enhancing positive strategy and invention, as supported by the research of Quong and Walker (2010) in that the strategic leaders have an important role in the school vis-à-vis the rigid information stream and continual change of understanding.

Sub-element 3 future focusing strategy consists of 5 indicators. To wit, 1) clear future strategy designation, 2) creating future strategy with community, 3) creating future strategy based on graduate results, 4) initiating creativity, invention and new technology in organizations, and 5) supporting and developing personnel in organization toward continual career advancement. This is consistent with Davies & Ellison (2003) revealing that the future focus strategy is an attribute of the strategic leader who looks forward to the future and assists school management policy to cope effectively with the changing environment as also stated in the work of Slaughter (2004), Thompson (2005), Rohrbeck (2010), Quong and Walker (2010), Kahklong (2014).

Sub-element 4 the empirical evidence focus consists of 4 indicators: 1) participation in collecting empirical evidence with colleagues, 2) analysis and interpretation of the collected empirical evidence into useful information, 3) application of the empirical evidence in organizational research and development and 4) application of the empirical evidence in organizational work and decision making. These points are consistent with the research of Davies and Ellison (2003) indicating that working with evidence means the strategic leader collects and checks learning continually in order to make an appropriate decision about the directions toward school development as also suggested by Hargreaves (1999), Groundwater-Smith (2000), Quong and Allan Walker (2010).

Sub-element 5 intention toward accomplishment has 7 indicators, namely: 1) intention to create organizational culture to differentiate oneself from others, 2) practicing by following the strategy created, 3)appropriate and effective resource management, 4) appropriate and effective organizational work allocation, 5) appropriate learning environment arrangement, 6) frequent educational quality check and management, 7) continual support for colleague advancement as consistent with findings from Robinson (2007); Quong and Walker (2010).

Sub-element 6 decency contains 5 indicators: There are 1) morale and justice in management, 2) co-working under democracy, 3) clarity, 4) being role model, 5) accepting one’s mistake and knowing how to correct it. This is consistent with research by Quong and Walker (2010) who identify decency as the knowhow to do the right thing, including strategic leadership pursued to conduct right things in order to be an ethical leader. This is consistent with the works of Ramsey (2003), Cherrington (1994), Laub (2003), Feldheim and Wang (2004), and Somprach (2003).

Sub-element 7 making relationships has 5 indicators: 1) motivation to create mutual significance and objectives, 2) adjustment to meet other people and variety of contexts, 3) treating others with dignity, trust, and respect for one another, 4) cooperation with both internal and external organizations. This is consistent with Bass’ (1985) research which showed that the revolutionary leader is the leader with respectful personality, being helpful, respectful of individuals and encourages others to do better. With all these attributes, the strategic leader can motivate a team to work and put more effort to work for better results as also found by LaFasto and Larson (2001), Quong and Walker (2010).

3) Attributes of the strategic leadership contain 3 sub-elements and 15 indicators as follows.

Sub-element 1 strategic learning consists of 5 indicators: 1) clear understanding both in and outside organization, 2) utilizing information gained from the context analysis in organizational development and improvement, 3) exchange of knowledge with people in and outside organization, 4) researching for new ideas continually , 5) finding the best practice for the organization as showed in Boal and Hooijberg (2001), Chadwick and Raver (2012).

Sub-element 2 strategic thinking consists of 5 indicators; 1) clear vision, 2) different practical perspectives, 3)

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different strategies and innovations to be used in organizational development, 5) creating values and organizational culture matching with Yodsala’s (2013) findings from his research on the development of strategic leadership of primary school administrators under the office of basic educational services. The research suggested the 5 elements as vision making, communicating vision, practicing based on visions, being role model and enhancement as also suggested in Garratt (2003) and Glenn (2015).

Sub-element 3, value push up, consists of 5 indicators which are: 1) receiving respect and acceptance from colleagues, 2) implanting organizational values and culture, 3) motivating colleagues to follow organizational values. encouraging idea exchange in organization, 5) supporting staff participation in designating organizational performance. This is consistent with Page and Wong’s (2003) findings as the measurement for elements in strategic leadership attributes motivates colleagues to have values and attitudes when they receive value, respect, loyalty, politeness and services. While in designing procedure, the leader should be treated as a role model as mentioned in Bass and Avolio (1994), Kouzes and Posner (1999), Brubraker (2005).

4) Strategic leadership skills are in 6 sub-elements 25 indicators described as follows:

Sub-element 1 learning skill has 4 indicators: 1) checking the past success and failure, 2) discussing and reflecting the organization performance, 3) exchanging ideas between administrators and operators, 4) creating innovation that benefits organization future use. This is consistent with the research by Schuoemaker, Krupp, and Howland (2010).

Sub-element 2 interpretation skill has 4 indicators: 1) well-rounded data analysis before taking actions, 2) considering and interpreting data and lead to practice, 3) facilitating communication between people in an organization and 4) utilizing data in development and work improvement. This is also suggested in Schuoemaker, Krupp, and Howland (2010).

Sub-element 3 forecasting skill consists of 4 indicators: 1)analysis changes of environment, 2) forecasting of possible future trend, planning by all parties participation, 4) meeting and discussion with all parties involved as responding to Schuoemaker, Krupp, and Howland (2010), PSA Leadership Institute (2013) work.

Sub-element 4 consistent planning skill has 4 indicators: 1) ability to communicate to make understanding with people both in and outside organization, 2) supporting recurrent proactive communication, 3) coordinating the parties with different practices to conform in direction, 4) facilitating all parties work as consistent with Watson (2007)’s research on the 21st century leadership under the perceptions of private sector leaders in Canada showing the leadership enhancement program should focus on the potential to future plan with vision and other capabilities such as communication skill and team work. This is also suggested in Schuoemaker, Krupp, and Howland (2010).

Sub-element 5 challenge skill has 5 indicators: 1) continual self-development in order to cope with external changes, 2) support for others to see other perspectives of work, 3) setting higher aims, 4) being persistent toward goals, and 5) reflecting and feedback checking as described in Schuoemaker, Krupp, and Howland (2010), Gentry et al. (2014), Allard (2015).

Sub-element 6 decision making skill has 4 indicators: 1) analyze and consider thorough information prior to decision making, 2) check important data, 3) evaluate choices of decision and 4) choose the right choice to match with organization’s objectives. This is consistent with Schuoemaker, Krupp, and Howland (2010).

5) The current and desirable condition of the strategic leadership of secondary school administrators.

The level of strategic leadership of secondary school administrators currently is high overall and is also high at every aspect. The desirable conditions of the strategic leadership of secondary school administrators currently is very high overall and is also very high at every aspect. The priority need of the strategic leadership enhancement of the secondary school administrators, ranking from high to low, the first two major elements with equal value were the principles and the attributes, while the skills of the strategic leadership were ranked secondly. This may result because the school administrators are able to adapt themselves to groups and changes, apply empirical evidence in work and decision making, have creativity, accept their own mistakes, and know how to improve and make appropriate adjustment, create values and culture in the organization, cooperate with internal and external organizations. However, the school teacher head of planning opined that school administrators thought that school administrators have strategic leadership at a lower level in all aspects compared to from the opinions collected from the directors and vice-directors. This may be because the heads of planning departments had limited knowledge of school management and the perspective of work was different. It was also shown that the school directors, vice directors, and heads of planning department agreed that strategic leadership level was lower compared to other skills investigated. This might result from the school administrator lacking

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organizational best practices, risk management and colleagues’ respect and recognition. As in the aspect of strategic leadership principle, the administrators showed their lack of paying attention in balancing between work and personal life, confidence, clear organization directions and community participation in future planning. The organization research and development plan is discontinued and the resource management is inappropriate and inefficient. There are lacking of a checking system and frequent educational improvement. There is also to a certain degree, no democratic work environment. Considering the aspect of strategic leadership skill, it is revealed that the administrators fail to discuss work performance, check work results and evaluate the information gained to develop and improve their jobs, and exchange knowledge between executives and operators. The desirable condition in schools is the existence of clarity of the executives, ability to direct new directions, organizational culture and identity, participation in empirical data collection with colleagues, providence of appropriate learning environment, motivation for others to see significance and common objectives. They request the administrators to have strategies and innovation in work development within the organization, common understanding with plans and readiness for meetings, before working on projects. This would facilitate all parties. This is consistent with Lengpanich (2011), who mentioned in her research on Equation Model of Service Based Strategic Leadership of the Administrators in the Primary Schools Under the Office of Basic Educational Services, that the service based strategic leadership of the administrators who had different ages were statistically significantly different at a level of .05. The other work of Lonlua (2011) titled Equation Model of Visionary Based Strategic Leadership of the Administrators in the Primary Schools under the Office of Basic Educational Services showed the level of the overall visionary based strategic leadership was at a high level. This is consistent with Prasertrattana’s (2012) research titled Equation Model of Decentralized Strategic Leadership of the Administrators in the Office of Basic Educational Services, which presented the leadership at a high level. The administrators with different genders and ages did not have different levels of decentralized strategic leadership while the ones that administrated in different school sizes and with different years of work experience had levels of decentralized strategic leadership that were different at statistically significance level of .05. Similar findings were also cited in Yodsala’s (2013) research titled The Development of Visionary Based Strategic Leadership of the Administrators in the Primary Schools under the Office of Basic Educational Services as the current condition of the administrators in the primary schools as overall and by each aspect at a high level. The priority need in developing the visionary based strategic leadership as overall and by each aspect was at a very high level. This is consistent with Khaklong’s (2014) research on the Development of Service Based Strategic Leadership Enhancement for the School Administrators Under the Basic Educational Service, in that the current problem condition and desirable condition of the service based strategic leadership enhancement for the school administrator was overall at a very high level and the priority need was also at a very high level.

6) The evaluation of the strategic leadership of the secondary school administrator enhancement program.

The evaluation results conclude that the developed program of the strategic leadership of the secondary school administrator enhancement consisted of 2 items: 1) the program manual which contained 4 parts: introduction, the strategic leadership of the secondary school administrator enhancement program, the application of strategic leadership development, and the program evaluation; 2) the program of strategic leadership of the secondary school administrator enhancement contained the following elements: 1) program principles, 2) program objectives, 3) contents which consisted of 3 modules as the strategic leadership principles-the strategic leadership attributes-strategic leadership skills which were in 5 parts (introduction, background, principle-to-practice, lesson summary and evaluation) subsided in each module, 4) the activities to develop the strategic leadership were various in order to create a body of knowledge, understanding, skills for strategic leadership Continuous Self Development. The activities consisted of 3 parts, taking 180 hours of training. This is consistent with Amornchai’s (2010) research on the leadership enhancement program for local administrators at local governmental offices, which showed that the program consisted of 3 parts: the leadership of the local administrators at the local governmental offices that need to be developed, principles, concepts and objectives of the local administrators, and the development process of the administrators at the local governmental offices which contained content, general objectives, specific objectives, development process and evaluation. Another research by Pannuek (2011) titled The Competency Enhancement Program for School Administrators Under the Office of Basic Education Service consisted of 4 parts: introduction, enhancement program content, competency evaluation and guidelines, conditions and indicators. Puangnil (2012) researched the work titled The Strategic Leadership Enhancement Program for School Administrators Under the Office of Basic Education Service presented 3 projects: the strategic leadership enhancement program containing 7 handbooks, the development of the schools toward the highest competency organization having 1 manual, creating the strategic leadership network with 1 handbook. As seen in Huadsri’s (2013) research titled The On-The-Job Training Leadership

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Enhancement Program for Administrators Under the Office of Basic Education Services offered 4 parts: introduction, content of the development program, onsite efficiency evaluation tool, and guidelines, conditions and indicators for the on-the-job training leadership enhancement program. Yodsala’s (2013) research titled The Development of Visionary Based Strategic Leadership of the Administrators in the Primary Schools under the Office of Basic Educational Services, contained 5 elements in the program: background and significance of the program, program objectives, styles and development method, program structure and content of the program. Similarly, Khaklong’s (2014) research on The Development of Service Based Strategic Leadership Enhancement for the School Administrators Under the Basic Educational Services presented 6 elements of the program: introduction, objectives, content, activities, learning media and program measurement and evaluation.

7) Results of the strategic leadership in the secondary school administrator enhancement program application.

The secondary school administrators had 13 out of 30 score points on average before receiving the development equating to 43.31 percent, and had 24.60 out of 30 score points after the development equating to 82.00 percent. The after development score point was higher than the before development average score at the statistically significant level of .01 and passed 80 percent standard set. Jansiri (2008) researched the development of administrators in supporting field at government universities and found that the administrators who received self-evaluation and evaluation by supervisors, subordinates and colleagues had higher competency after the development than before the development at the statistical significant level of .01. Moreover, Yodsala’s (2013) research titled The Development of Visionary Based Leadership of the Administrators in the Primary Schools Under the Office of Basic Educational Services discovered the test score on the visionary focus leadership of the primary schools under the office of basic educational services at 17.73 out of 30 score points equating to 59.11 percent while the score after the development was 26.00 out 30 score points equating to 86.67 percent. All administrators passed 80 percent standard set.

The evaluation of the strategic leadership level of secondary school administrators was high overall and as measured by the teachers, the administrator had strategic leadership attributes at a moderate level. This might have resulted because the administrators kept searching for new knowledge though were deficient in organizational best practice, clear vision, ability to manage risks, creating and implanting values and organizational culture, staff acceptance and respects. The skill of leadership was at a high level because they believed that the administrators could communicate with both internal and external organization staff, support proactive communication in publicizing organization continually and analyze, and check information before making decisions. However, the administrators evaluated themselves in the aspect of strategic leadership attributes at a high level since they see themselves understanding the context of both internal and external organizations, and analyze the context to improve and develop the organizations. The administrators thought they were lacking new knowledge about best practices for the organizations. Leadership skill is at a moderate level because the administrators see themselves lacking communication and mutual understanding with both external and internal organizations.

They should support proactive communication, maintain continuous public relations, facilitate work of others, analyze and check information before making decisions. It was apparent that the administrators and teachers disagreed with each other. This may be because the administrators did not have confidence and still felt themselves lacking strategic leadership skills while the teachers focused on their performance though still lacked the skills in working. However, the evaluation and measurement after the development was at a very high level overall. The evaluation of the strategic leadership level after the development and the following stages was at a very high level. To compare, the strategic leadership level after the development was higher than before in all aspects and the level was also even higher during the follow-up period. Parnpob (2009) researched the development of strategic leadership of the private schools in the southern region and revealed that the participants always had higher understanding after the training. This is consistent with Julsuwan (2011) studying the development of change focus leadership of supporting department administrators at the government university, showing that the change focus leadership after the development was higher than before the development with statistical significance level of 0.01. Also, Puangnil (2012) researched the work titled The Strategic Leadership Enhancement Program for School Administrators under the Office of Basic Education Service found higher level of strategic leadership among the administrators attending the development program in all skill types at the statistical significance level of 0.01. In the research titled Development of Creativity Leadership of the School Administrators Under to Office of Suratthani Basic Educational Service Area Zone 3 by Jankaew (2012) there was shown higher performance of the creativity focus leadership after receiving development at a statistical significance level of 0.01. Similarly, in Yodsala’s (2013) research titled The Development of Visionary Based Strategic Leadership of the Administrators in the Primary Schools under the

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Office of Basic Educational Services as the visionary leadership was at a high level before the development and later increased after the development. It was even higher during the period of follow-up compared to after the development. In Khaklong’s (2014) research on The Development of Service Based Strategic Leadership Enhancement for the School Administrators Under the Basic Educational Services presented the leadership level, as evaluated by itself and by the vice directors and head teachers from academic department at overall high level, and after the development the leadership skill was higher than before at a significant level of .01

The evaluation of the strategic leadership enhancement program satisfaction was at a very high level overall, but when considered in each aspect ranking from high to low the elements of training venue and facilities and development activities were at a very high level while the content and training document was at a high level. Similarly, Kidrungruang’s (2008) research titled The Development and Evaluation of an Applied Program for Basic Education Institutes Self-Developing Program presented the program satisfaction evaluation as overall and in each aspect high and very high. The same results presented in the research titled Development of Creativity Leadership of the School Administrators under the Office of Suratthani Basic Educational Service Area Zone 3, by Jankaew (2012), were that the teachers and students were satisfied with the creativity leadership of the school administrator performance at a high level. Yodsala’s (2013) research titled The Development of Visionary Based Strategic Leadership of the Administrators in the Primary Schools Under the Office of Basic Educational Services found the satisfaction of the participants in the development program as high overall and the research on The Development of Service Based Strategic Leadership Enhancement for the School Administrators Under the Basic Educational Services by Khaklong (2014), indicated the satisfaction of the participants in the development program as high overall and in all aspects.

6. Conclusion The development research on the strategic leadership enhancement program for the secondary school administrators under the office of secondary school service area zone 30 Thailand concluded that:

1) There were 3 major elements, 16 sub elements and 75 indicators at issue.

2) It was revealed that the strategic leadership of the secondary school administrators was at a high level overall and in each aspect. The desirable condition of the strategic leadership in secondary school was at a high level overall and in each aspect. The priority need index of strategic leadership of the secondary school administrators was ranked from high to low, with the first two major elements of equal value being the principles and attributes, while the skills of the strategic leadership was ranked secondly.

3) The developed program of the strategic leadership of the secondary school administrator enhancement consisted of 2 items: 1) the program manual contained 4 parts: introduction, the strategic leadership of the secondary school administrator enhancement program, the application of strategic leadership development and the program evaluation; 2) the program of strategic leadership of the secondary school administrator enhancement contained elements as follows: 1) program principles, 2) program objectives, 3) contents consisting of 3 modules as the strategic leadership principles-the strategic leadership attributes-strategic leadership skills in 5 parts (introduction, background, principle-to-practice, lesson summary and evaluation) subsided in each module, 4) the activities to develop the strategic leadership were various in order to create a body of knowledge, understanding, and skills for strategic leadership Continuous Self Development. The activities consisted of 3 parts, taking 180 hours of training.

4) Results of the strategic leadership in the secondary school administrator enhancement program application showed that the secondary school administrators had higher score points after the development in all aspects, and at the statistically significant level of .01, and passed 80 percent standard set. The strategic leadership level of the school administrators, evaluated by the administrators themselves, the teachers and the students, before the development was at a high level and after the development was at a very high level. Moreover, the following period evaluation of the strategic leadership level was higher than after the development in all aspects. The satisfaction of the strategic leadership enhancement program was at a very high level overall.

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