ความสัมพันธ์ระหว่างภาวะผู้นำเชิงกลยุทธ์ของผู้บริหารสถานศึกษากับประสิทธิผลของสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 21

Abstract

The purposes of this survey research were: 1) to investigate the strategic leadership of school administrators under the Secondary Educational Service Area Office 21, 2) to examine the effectiveness of schools under the Secondary Educational Service Area Office 21 and 3) to identify the relationship between the strategic leadership of school administrators and the effectiveness of schools under the Secondary Educational Service Area Office 21. The population group included 56 school administrators and 2,208 teachers, yielding a total of 2,264 people. The sample size was determined by Taro Yamane's tables. The sample, obtained through stratified random sampling, consisted of 12 school administrators and 328 teachers, yielding a total of 340 participants working in schools under the Secondary Educational Service Area Office 21 in the academic year 2019. The research instrument consisted of a 5-level rating scale questionnaire based on the Likert scale method. The statistics for data analysis comprised frequency, percentage, mean, standard deviation and Pearson's product-moment correlation coefficient. The research results were found that: 1. The strategic leadership of school administrators, in overall, was rated at a high level. When the aspects were individually considered, they could be ranked in descending order of their mean as follows: gathering factors for strategy formulation, followed by forecasting the future, revolutionary thinking, critical thinking ability, and creating a vision, respectively. 2. The school effectiveness, in overall, was rated at a high level. When the aspects were individually considered, they could be ranked in descending order of their mean as follows: the ability to solve problems within schools, followed by the ability to transform and develop schools, the ability to produce students with high academic achievement, and the ability to develop students’ positive attitudes, respectively. 3.The relationship between the strategic leadership of school administrators and the school effectiveness, in overall, was found at the highest level (r = 0.76) with the 0.01 level of significance. When the relationship of each aspect was considered, the correlation coefficient values of those aspects could be ranked in descending order as follows: the ability to produce students with high academic achievement (r = 0.76), followed by the ability to develop students’ positive attitudes (r = 0.65), the ability to transform and develop schools (r = 0.65) and the ability to solve problems within schools (r = 0.60), respectively.