How Responsible Leadership by School Administrators and Effective Teamwork, Influences the Effectiveness of Schools under the Office of the Basic Education Commission, Thailand with Intellectual Capital as a Mediator

Abstract

The objectives of this research were to study responsible leadership by school administrators, effective teamwork, intellectual capital, and schools effectiveness under the control of the Office of the Basic Education Commission with a view to developing a linear structural equation model of their effectiveness based on empirical data. The sample consisted of 432 school administrators employed by the Office of the Basic Education Commission selected by multistage random sampling. The research instrument was a 4-section questionnaire with items using a 5-point rating scale. The data were analyzed by descriptive statistics, Pearson correlation coefficients, and a structural equation model (SEM). The findings revealed that: 1) effective teamwork and intellectual capital have a direct effect on school effectiveness with the effect size equalling 0.41, 0.53 respectively 2) responsible leadership of school administrators and effective teamwork have an indirect effect on school effectiveness with intellectual capital as a mediator variable and the effect size equalling 0.77, 0.71 respectively 3) responsible leadership of school administrators has an indirect effect on school effectiveness with effective teamwork and intellectual capital as mediator variables and the effect size equalling 1.18 and 4) the linear structural equation model of school effectiveness developed fit the empirical data based on the following criteria: 2 = 184.93, df = 69, 2/df = 2.68, RMSEA = 0.06, CFI = 0.98, GFI = 0.95, AGFI = 0.90. Responsible leadership of school administrators, effective teamwork, and intellectual capital jointly explained 85% of the variance in school effectiveness.