A Transformational Leadership Development Model Based on Buddhadhamma for the Administrators of the Schools under Nakhonsawan Municipality

Abstract

The objectives of this study were 1) to study conditions of transformational leadership development for the administrators of the schools under Nakhonsawan municipality, 2) to create a transformational leadership development model based on Buddhadhamma for the administrators of the schools under Nakhonsawan municipality, and 3) to evaluate the transformational leadership development model based on Buddhadhamma for the administrators of the schools under Nakhonsawan municipality. The research methodology was a qualitative research. The data resources were from documents and key informants. The research Instruments were a form for document analysis, a semi – structured interview form, and an evaluation form for the transformational leadership development model based on Buddhadhamma. The statistics were percentage and content analysis.

            The research findings were as follows.

1. The overall of the conditions of the transformational leadership development for the administrators of the schools under Nakhonsawan municipality was at a high level. When each aspect was considered, all aspects were at a high level. The aspect with the highest development of the conditions was the understanding of the transformation.
2. The transformational leadership development model based on Buddhadhamma for the administrators of the schools under Nakhonsawan municipality consisted of 5 components of the transformational leadership integrated Sevenfold Sappurisadhamma in ransformational leadership development. 1) The first component was the idealistic Influence (Dhammannuta, Attannuta). It was that the school administrators played their roles and were models for colleagues to be trusted through the demonstration of skills, abilities, personalities, and moral ethics. 2) The second component was the creation of the inspirational motivation (Atthannuta). It was that the school administrators needed to have processes that made personnel adhere to the goals of the organizations by determining the clarify target and vision and transferring the target and vision to colleagues enthusiastically and efficiently. 3) The third component was the intellectual stimulation (Mattannuta). It was that the school administrators developed themselves to be the leaders in creating learning cultures for organizations, promoting the development of the knowledge, stimulating the creative thinking, and generating the challenge feeling in working for personnel. 4) The fourth component was the individualized consideration (Puggalannuta). It was that the school administrators built positive relationship in organizations, cared for others, learned and understood the different and various potential of staffs, opened opportunities for personnel to show their potential based on their talents and special ability. 5) The fifth component was the understanding of the transformation (Kalannuta, Parisannuta). It was that the school administrators developed adaptation processes to be relevant to the transformation, realized and learned the trends of the transformation, and prepared to deal with the influence of the transformation.
3. The transformational leadership development model based on Buddhadhamma for the administrators of the schools under Nakhonsawan municipality was appropriate, useful, accurate, and possible for implementation.

Keywords: A Development Model, Transformational Leadership, Buddhadhamma, School Administrators