Factors Affecting the Transformational Leadership of School Administrators of Small Schools under the Kamphaeng Phet Primary Educational Service Area Office 1
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Abstract
The objectives of this research were to 1) study the level of factors affecting transformational leadership of school administrators 2) study the level of transformational leadership of school administrators 3) study the relationship between affecting factors and transformational leadership of school administrators. The sample consisted of 268 school administrators and teachers from small-sized schools under the Office of Kamphaeng Phet Primary Educational Service Area 1 in the 2024 academic year, the size was determined using the Krejcie and Morgan table and selected via multi-stage random sampling. The research instrument was a three-part questionnaire assessing factors affecting transformational leadership, with reliability coefficients of 0.96 and 0.94. Data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and Stepwise Multiple Regression Analysis.
The research findings were as follows:
1. The overall level of factors influencing transformational leadership of small school administrators was rated high (= 4.30, S.D. = 0.36). When considering each aspect, the highest mean score was Role Modeling (
= 4.36, S.D. = 0.39), followed by Instructional Leadership (
= 4.34, S.D. = 0.45), while Vision Formulation had the lowest mean (
= 4.23, S.D. = 0.45).
2. The overall level of Transformational Leadership among school administrators was rated high (= 4.33, S.D. = 0.42). By aspect, the highest mean was Intellectual Stimulation (
= 4.35, S.D. = 0.41), followed by Inspirational Motivation (
= 4.34, S.D. = 0.40), whereas Individualized Consideration had the lowest mean (
= 4.30, S.D. = 0.45).
3. The relationship between affecting factors and transformational leadership of school administrators was found to be high and positive overall (rxy = .789) with statistical significance at the .01 level.
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References
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