Leadership Self-Efficacy of Master of Education Program in Educational Administration Students, Faculty of Education, Bangkokthonburi University
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Abstract
This study aims to examine the leadership self-efficacy (LSE) levels among Master of Education in Educational Administration program students, Faculty of Education, Bangkok thonburi University, and to compare LSE across students' personal factors. The sample consisted of 300 students, selected by stratified random sampling. Data were Collected by a Likert scale questionnaire, and were analyzed by mean, standard deviation, t-test, and one-way ANOVA.
The research findings revealed that the overall leadership self-efficacy among students, as well as in specific dimensions, was at a high level and showed no differences across personal factors. However, certain items varied according to individual characteristics: Male students demonstrated higher self-efficacy in influencing attitudes and behaviors of group members than female students. Furthermore, students enrolled in the academic year 2024 exhibited greater self-efficacy in building positive relationships with colleagues compared to those enrolled in the academic year 2023, Students practicing in schools with the highest level of education at upper secondary level exhibited higher self-efficacy in influencing group members' attitudes and behaviors, as well as in appropriately delegating tasks to group members, compared to those practicing in schools with the highest level of education at elementary level and lower secondary level, respectively. Additionally, students with a master’s degree displayed greater confidence in selecting team members to form an effective and efficient team than those with a bachelor’s degree or a graduate diploma.
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