Servant Leadership of School Administrators in Chakkarat District in the Perception of Teachers in Educational Institutions under Nakhon Ratchasima Primary Education Service Area Office 2

Abstract

The research aims to 1) study the servant leadership of school administrators in Chakkarat District as perceived by teachers in educational institutions under Nakhon Ratchasima Primary Education Service Area Office 2 and 2) compare the servant leadership of school administrators in Chakkarat District as perceived by teachers in educational institutions under Nakhon Ratchasima Primary Education Service Area Office 2, classifying by educational qualification, work experience, and school size. The samples were 186 teachers in Chakkarat district schools under Nakhon Ratchasima Primary Education Service Area Office 2. We selected them by comparing the number of samples with Krejcie and Morgan's sampling table, which included both stratified random sampling and simple random sampling. We collected the data using five-point rating scale questionnaires, which had an item objective congruence index of 1 and an overall reliability value of 0.96. The statistics used in the research were percentage, mean, standard deviation, and t-test.

The research results were as follows: 1) Overall, the servant leadership of school administrators in Chakkarat District, as perceived by teachers in educational institutions under Nakhon Ratchasima Primary Education Service Area Office 2, was rated at a level of 2. Upon examining individual aspects, all were rated at a high level. The aspect that had the highest average value was promoting and helping others, which was followed by serving others before considering one's own interests, listening to opinions, and accepting others. The lowest average aspect was trustworthiness. 2) There were overall differences in how teachers in schools under the Nakhon Ratchasima Primary Education Service Area Office 2 thought about servant leadership between school administrators in Chakkarat District and those in other districts, based on teachers' educational background. These differences were statistically significant at the .05 level. Classified by work experience, there was no difference overall. Classified by school size, there was a statistically significant difference overall at the .05 level.