@article{เพ็งสง_2020, title={THE SEVANT LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER PHATTHALUNG PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1}, volume={12}, url={https://so05.tci-thaijo.org/index.php/ptujournal/article/view/248230}, abstractNote={<p>This study aimed 1) to investigate the servant leadership of school administrators under the Phatthalung Primary Educational Service Area Office 1, and 2) to explore the development approach of the servant leadership of school administrators under the Phatthalung Primary Educational Service Area Office 1.Research samples included 285 teachers in the schools under the Phatthalung Primary Educational Service Area Office 1, derived from simple random sampling in the academic year 2018. The interview’s key informants consisted of five school administrators under the Phatthalung Primary Educational Service Area Office 1. The instruments for data collection were questionnaires and interview forms. The researcher employed the statistics included frequency, percentage, mean, standard deviation, and content analysis, to analyze data. The results revealed that 1) the servant leadership of school administrators under the Phatthalung Primary Educational Service Area Office 1 showed a high level in an overview. 2) The development approach of school administrators’ servant leadership under the Phatthalung Primary Educational Service Area Office 1 was conducted by seven areas. (1) Understanding and empathy included reaching out to teachers and educational personnel’s feelings and understanding individual differences. (2) Maintaining a person consisted of genuine leadership, ensuring leadership to lead the organization to success, constant self-improvement, oneself, and profession. (3) Realization included understanding other people, calming down, and controlling emotions, leading to fairly adjusting situations and solving problems. (4) Convincing included psychology for managing work, building leadership, and working motivation. (5) Conceptual creation included creating own dreams to the implementation, and real speaking and action, result in obviousness, systematic schools work, implementation on management principles ultimately, and believing in administrator to accomplish performance. (6) Service mind referred to systematic work, clear visualization of educational institutions, designing the school administration for mobilizing quality education, development of teachers, and academic personnel through internal supervision projects. (7) Personnel development included work motivation, continuing teacher and education personnel development, teachers and personnel receiving self-developed and professional development.</p>}, number={2}, journal={Pathumthani University Academic Journal}, author={เพ็งสง ศิรินทิพย์}, year={2020}, month={Dec.}, pages={450–465} }