Guidelines for Developing The Empathetic Leadership for School Administrators Under The Office of Nong Khai Primary Educational Service Area 2

Abstract

This research aims to (1) study the current conditions, desired conditions, and needs regarding empathetic leadership of school administrators, and (2) to develop guidelines for enhancing empathetic leadership for school administrators under the Office of Nong Khai Primary Educational Service Area 2. This study employed an explanatory mixed-methods research design. The sample consisted of 269 participants, including school administrators and teachers under the Office during the academic year 2024. The data collection instruments included: (1) a questionnaire on the development of empathetic leadership for school administrators, and (2) a semi-structured interview. The data were analyzed using mean, standard deviation, and Modified Priority Needs Index (PNI_modified). The findings revealed that: 1) The overall current state of empathetic leadership was at a high level, with strengths in motivation and weaknesses in self-awareness. The desired condition was at the highest level, with strengths in shared vision and weaknesses in empathic perception and motivation. The needs assessment indicated that the highest need was in empathic perception, followed by self-awareness, empathic communication, shared vision, and motivation, respectively. 2) The developed guidelines for enhancing empathetic leadership comprised five key components: (1) Empathic Perception–fostering an open communication environment, organizing relationship-building activities, and providing positive reinforcement. (2) Self-Awareness–promoting self-assessment, leadership training, and feedback from staff. (3) Empathic Communication–creating an open atmosphere for dialogue, encouraging collaboration, and active listening. (4) Shared Vision–developing and communicating a shared vision, planning according to standards, and conducting continuous follow-ups. (5) Motivation–promoting participation, assigning suitable tasks, and supporting skills development.