Resilient Leadership of School Administrators Affecting Teacher Burnout in Schools under Sakon Nakhon Primary Educational Service Area Office 1

Abstract

This two-phase research aimed to 1) examine the levels of administrators' resilient leadership and teacher burnout in schools, 2) investigate the relationship between administrators' resilient leadership and teacher burnout, 3) examine the predictive power of administrators' resilient leadership on teacher burnout, and 4) propose guidelines for developing administrators' resilient leadership to reduce teacher burnout in schools under the Sakon Nakhon Primary Educational Service Area Office 1. In Phase 1, the sample consisted of 347 school administrators and teachers, selected through multi-stage random sampling. In Phase 2, the key informants comprised five experts. The research instrument was a five-point rating-scale questionnaire. Data were analyzed using percentage, mean, standard deviation, Pearson's product-moment correlation coefficient, and stepwise multiple regression analysis. The findings were as follows. First, administrators' resilient leadership was rated at a high level overall, while teacher burnout was rated at a low level overall. Second, administrators' resilient leadership and teacher burnout were significantly and negatively correlated at a moderate level (rxy = -.339, p < .01). Third, social flexibility (X1), a dimension of administrators' flexible leadership, significantly predicted teacher burnout (p < .01), accounting for 14.20% of the variance (R² = .142, SEE = .64). The predictive equations were as follows:

          Raw score equation: Y′ = 4.141 - 0.517(X1)

          Standard score equation: Z′y = -0.381(Z1)

Fourth, one guideline for developing administrators' resilient leadership to reduce teacher burnout was proposed, focusing on the social flexibility dimension, which was rated as most appropriate and highly feasible by the experts.