Guidelines for the Development of Transformative Leadership Related to Performance Standards of Teachers to Increase the Effectiveness of Early Childhood Education Standards under Local Administrative Organizations in Chiang Mai Province

Abstract

This research aimed to study: 1) the level of transformational leadership, 2) the level of teachers' performance standards, 3) the relationship between transformational leadership and teachers' performance standards, and 4) guidelines for developing transformational leadership according to teachers' performance standards to enhance the effectiveness of early childhood education institutions under local administrative organizations in Chiang Mai province. The sample includes 120 kindergarten teachers and 10 school administrators. The research instruments used were a questionnaire with a reliability coefficient 0.97 and a structured interview. The statistical methods used for quantitative data analysis included frequency, percentage, mean, and standard deviation, while qualitative data was analyzed through content analysis. The research findings revealed that: (1) the transformational leadership of school administrators and the overall performance standards of teachers were at a high level, (2) there was a significant positive relationship between transformational leadership and the performance standards of teachers at a significance level of 0.01, and (3) the guidelines for developing transformational leadership according to teachers' performance standards to enhance effectiveness in early childhood education institutions suggested that school administrators should stimulate cognitive engagement, encourage teachers to be creative in problem-solving, and provide opportunities for teachers to express their opinions and participate in decision-making in various ways using new methods, such as the PLC process. It is also important to inspire, create visions, and enhance understanding of principles and decision-making based on reasoned judgment that is accurate and fair. Individual differences must be acknowledged, tasks must be assigned according to knowledge and ability, teachers' self-development must be promoted, and exemplary behavior must be demonstrated at work. Additionally, creating a positive working atmosphere and encouraging teachers to collaborate as a team is essential.