The Factors Of Transformational Leadership Of School Administrators As Perceived By Teachers Affecting Teaching Effectiveness Of The Teachers Under The Ratchaburi Primary Educational Service Area Office 1

Abstract

               The purposes of this research were to (1) examine the factors of transformational leadership of school administrators as perceived by the teachers under the Ratchaburi Primary Educational Service Area Office 1 (2) investigate the level of teaching effectiveness of the teachers under the Ratchaburi Primary Educational Service Area Office 1 and (3) to examine the  factors of transformational leadership of school administrators as perceived by teachers affecting teaching effectiveness of the teachers under the Ratchaburi Primary Educational Service Area Office 1. By using the simple random sampling technique, the study sample comprised 366 teachers of the schools under the Ratchaburi Primary Educational Service Area Office 1.  The research instrument used for collecting the data was a 5-rating scale questionnaire.  The collected data were analyzed by using percentage, mean, standard deviation and inferential statistics including Multiple Correlation and Enter Regression Analysis.

                The research results revealed that: (1) the factors of transformational leadership of school administrators as perceived by teachers under the Ratchaburi Primary Educational Service Area Office 1 was overall at highest level. (2) the level of teaching effectiveness of the teachers under the Ratchaburi Primary Educational Service Area Office 1 was overall at the highest level. and (3) factors  of transformational leadership of school administrators as perceived by teachers affecting teaching effectiveness of the teachers, it was found that (3.1) the idealized influence and individualized consideration can predict teaching and learning at 32.20% (3.2) inspiring, individualized consideration and idealized influence can predict individuality as a teacher at 29.10% (3.3) the idealized influence can predict the relationship between teacher and students at 17.40 % (3.4) the idealized influence and individualized consideration can predict psychology in teaching and learning at 17.40% (3.5) the idealized influence and intellectual stimulation can predict measurements and evaluation at 29.50%