Relationships between Administrators’ Transformational Leadership and Core Competencies of Teachers under Nakhon Si Thammarat Primary Educational Service Area Office 2
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Abstract
This study aimed to: 1) examine the level of administrators' transformational leadership; 2) examine the level of teachers' core competencies; 3) investigate the relationships between administrators' transformational leadership and teachers' core competencies; and 4) determine the predictive power and significant predictors of administrators' transformational leadership on teachers' core competencies. The sample consisted of 325 teachers under Nakhon Si Thammarat Primary Educational Service Area Office 2, selected through proportional stratified random sampling, with schools serving as strata and 30% of schools selected by lottery, followed by simple random sampling within each selected school. The research instrument was a five-point rating scale questionnaire for both variables, with a content validity index ranging from .80 to 1.00, reliability coefficients of .97 and .97, respectively, and an overall reliability coefficient of .99. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, and multiple regression analysis.
The findings revealed that: 1) the overall level of administrators' transformational leadership was at a good level ( = 4.34); 2) the overall level of teachers' core competencies was at a good level (
= 4.30); 3) administrators' transformational leadership and teachers' core competencies exhibited a highly positive relationship (r = .95) at the .001 level of statistical significance; and 4) administrators' transformational leadership significantly predicted teachers' core competencies, accounting for 94.7% of the variance (Adjusted R² = .947) at the .001 level of statistical significance. The three most significant predictors identified were Idealized Influence, Intellectual Stimulation, and Individualized Consideration.
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