Super Leadership of School Administrators as Teachers’ Opinions Under the Kanchanaburi Primary Educational Service Area Office 1

Abstract

This article aimed to study super leadership of school administrators as teachers’ opinion under the Kanchanaburi Primary Educational Service Area Office 1, classified by genders and school sizes different. The samples of this research consisted of 307 teachers in 133 schools under the Kanchanaburi Primary Educational Service Area Office 1, obtained by stratified random sampling according to school size. The research instrument was a five-level-rating scale questionnaire with content validity between 0.67–1.00 and a reliability of 0.97. The statistics used in the data analysis were percentage, mean, standard deviation, one-way analysis of variance, and pair difference test by Scheffe’s method. Statistical significance level at 0.05. The findings were as follows: 1) The super leadership of school administrators as teachers’ opinion under the Kanchanaburi Primary Educational Service Area Office 1, overall and in each individual aspect were at a high level, ranking in descending order as self-leadership, motivating employees to set their own goals, serving as a role model for self-leadership, facilitating a culture of self-leadership, supporting self-leadership through team building, and fostering a positive mindset. 2) The super leadership of school administrators as teachers’ opinion under the Kanchanaburi Primary Educational Service Area Office 1, classified by genders, Overall was not different. 3) The super leadership of school administrators as teachers’ opinion under the Kanchanaburi Primary Educational Service Area Office 1, classified by school sizes different, Overall, there were statistically significant differences at the 0.01 level, specifically that teachers in small schools had less positive opinions than teachers in medium, large, and extra-large schools.