The Relationship Between Academic Leadership of School Administrators and Classroom Action Research Enhancement of Teachers under Sisaket Primary Educational Service Area Office 2

Abstract

The purposes of this research were 1. to examine the level of instructional leadership of school administrators under the Sisaket Primary Educational Service Area Office 2 2. to investigate the level of teachers’ promotion of classroom research under the Sisaket Primary Educational Service Area Office 2 and 3. to explore the relationship between the instructional leadership of school administrators and the promotion of classroom research among teachers under the Sisaket Primary Educational Service Area Office 2. This study employed a quantitative research design. The research instrument was a structured questionnaire. The sample consisted of 327 participants, determined using the Krejcie and Morgan (1970) sample size table. Stratified random sampling was applied, with proportional allocation based on the size of each educational institution. The collected data were analyzed using descriptive statistics, including percentage, mean and standard deviation, as well as inferential statistics using Pearson’s correlation coefficient. The research findings were as follows 1) The overall level of instructional leadership of school administrators was at the highest level (x̄ = 4.66, S.D. = 0.38) 2) The overall level of teachers’ promotion of classroom research was at a high level (x̄ = 4.24, S.D. = 0.54) and 3) Instructional leadership of school administrators and the promotion of classroom research among teachers were positively correlated at a moderate level, with statistical significance at the 0.01 level.