A Structural Equation Model of Administrator’s Empowering Leadership Affecting Affective Commitment of Teachers in Primary Schools under Chaiyaphum Primary Educational Service Area Office 2

Abstract

        The objectives of this research were (1) to develop and examine the consistency of a structural equation model with empirical data; and (2) to study the influences of the administrator’s empowering leadership affecting primary school teachers’ affective commitment.  The research sample consisted of 160 teachers in primary schools under Chaiyaphum Primary Educational Service Area Office 2.  Data were collected using a 5-level rating scale questionnaire with 27 items. Data were analyzed with structural equation modeling and path analysis of the administrator’s empowering leadership.  The research results were as follows: (1) the structural equation model of Administrator’s empowering leadership affecting primary school teacher’s affective commitment had goodness-of-fit with empirical data as shown by the following indices: CMIN = 0.07, CMIN/DF = 1.67, GFI = 0.98, TLI = 0.98, CFL = 0.99, RMSEA = 0.28, and HOELTER 0.05 = 229; the factor loading of observed components of the administrator’s empowering leadership could be ranked in descending order as follows: the promotion of potential, the sharing of information, the delegation of work, and the participative decision making; and the factor loading of observed variables of the teacher’s affective commitment could be ranked in descending order as follows: the having identification in school, the attachment to school, and the participation in school; and (2) the administrator’s empowering leadership had positive influences on the primary school teacher’s affective commitment at the .05 level of statistical significance, with the total effect of 0.74.