SCHOOL ADMINISTRATORS’ LEADERSHIP IN THE 21ST CENTURY AFFECTING PERFORMANCE MOTIVATION OF TEACHERS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The purposes of this research were 1) to examine and compare leadership in the 21st century of school administrators classified by status and school sizes; 2) to explore and compare the performance motivation of teachers, 3) to determine the relationship between school administrators’ leadership in the 21^st century and the teachers’ performance motivation, and 4) to identify the predictive power of school administrators’ leadership in the 21^st century affecting the performance motivation of teachers under Nakhon Phanom Primary Educational Service Area 1. The sample group, obtained through stratified random sampling, consisted of 28 administrators and 211 teachers, yielding a total of 239 participants. The sample size was also determined using the percent criterion. The research instruments comprised two sets of 5–level rating scale questionnaires: a questionnaire on school administrators’ leadership in the 21^st century with the Item–Objective Congruence (IOC) ranging from .60 to 1.00 and the item discrimination ranging from .55 to .76, and the reliability of .96, and a questionnaire on teachers’ performance motivation with the IOC ranging from .60 to 1.00, the item discrimination ranging from 56 to .80, and the reliability of .97. The statistics included percentage, mean, and standard deviation. Hypothesis testing used t–values (t–test for Independent Samples), One–way ANOVA, Pearson’s product–moment correlation analysis, and Stepwise multiple regression analysis.

The results found that:

1. The school administrators’ leadership in the 21^st century was overall at a high level. The comparison results revealed that when classified by both status and school sizes overall showed no differences.

2. The teachers’ performance motivation, in terms of both status and school sizes, overall showed no differences.

3. The school administrators’ leadership in the 21^st century and the teachers’ performance motivation demonstrated a positive relationship at a moderate level at the .01 level of significance.

4. The school administrators’ leadership in the 21^st century affected the teachers’ performance motivation under Nakhon Phanom Primary Educational Service Area Office 1. These four variables, including vision (X₁), communication (X₂), building network and community (X₃), and morals and ethics (X₄), could be predicted up to 32 percent.