Transformational Leadership of Basic Educational Institution Administrators under Surin Primary Educational Service Area Office 3
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Abstract
This study aims to examine the transformational leadership of school administrators by categorizing respondents based on gender, age, educational level, and work experience. The sample group consisted of 348 teachers. The research instrument used was a questionnaire, and the statistical methods applied for data analysis included percentage, mean, and standard deviation. Hypothesis testing was conducted using t-tests and F-tests through one-way analysis of variance (ANOVA). When significant differences were found, pairwise comparisons were performed using Scheffé’s method. For qualitative data, the study gathered information from nine school directors in Educational District 3, selected through purposive sampling. The sample included three directors from small, medium, and large schools. Data were collected through interviews and analyzed using content analysis. The research findings were as follows: (1) The overall transformational leadership of school administrators was rated high. (2) A comparison of transformational leadership among school administrators, categorized by gender, educational level, and work experience, revealed no significant differences in overall and specific aspects. However, when categorized by age, significant differences were found overall. In particular, individualized consideration and inspirational motivation showed statistically significant differences at the .05 level. (3) Key approaches to promoting transformational leadership emphasized intellectual stimulation. Administrators should foster development by recognizing individual potential, providing praise and rewards, and supporting self-improvement. Clear task delegation through meetings, follow-up evaluations, and promoting professional learning communities should also be implemented to enhance work efficiency.
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