Authentic Leadership of School Administrators Affecting of Efficiency Teachers in School Under Loei Primary Education Service Area Office 1

Abstract

This research aimed to study: 1) the level of authentic leadership of school administrators and the level of teachers’ performance, 2) the relationship between authentic leadership of school administrators and teachers’ performance, and 3) the authentic leadership factors of school administrators that could predict teachers’ performance under Loei Primary Educational Service Area Office 1. The sample group consisted of 300 school administrators and teachers. The research instrument was a five-point rating scale questionnaire. The reliability coefficient of the authentic leadership questionnaire was 0.981, while that of the teachers’ performance questionnaire was 0.960. The findings revealed that: 1) the overall level of authentic leadership of school administrators was at the highest level (x̄ = 4.51), and the overall level of teachers’ performance was also at the highest level (x̄ = 4.52); 2) authentic leadership of school administrators had a high positive relationship with teachers’ performance at the .01 level of statistical significance (r = 0.805); and 3) all four dimensions of authentic leadership ethical perspective, relational transparency, balanced processing, and self-awareness, could jointly predict teachers’ performance at 77.40 percent, with ethical perspective having the strongest influence.

The findings further reflected that authentic leadership of school administrators did not enhance teachers’ performance through only a single dimension, but rather through the integration of all four dimensions of authentic leadership. In particular, the ethical perspective dimension served as a key mechanism in fostering trust, motivation, and collaboration in work performance, leading to sustainable improvement in educational management quality.