Collective Leadership Affecting Effectiveness of Teacher’s Performance in Schools under the Secondary Educational Service Office Area 25

Abstract

The objectives of this causal research were to: 1) study the level of collective leadership and level of teacher’s performance effectiveness in school under the secondary educational service area office 25; 2) examine the goodness of fit of the structural equation model of collective leadership affecting teacher’s performance effectiveness in school under the secondary educational service area office 25; 3) study the influence of the structural equation model of collective leadership affecting teacher’s performance The objectives of this causal research were to: 1) study the level of collective leadership and level of teacher’s performance effectiveness in school under the secondary educational service area office 25; 2) examine the goodness of fit of the structural equation model of collective leadership affecting teacher’s performance effectiveness in school under the secondary educational service area office 25; 3) study the influence of the structural equation model of collective leadership affecting teacher’s performance effectiveness in school under the secondary educational service area office 25. The samples were 315 persons consisted of administrators and teachers derived by multi-stage random sampling method. The research instrument was rating scale questionnaire with reliability of 0.988 Data were analyzed by Computer program.
The research results were summarized as follows:
1. The mean of collective leadership was at the high level as a whole. Considering each factors in detail, the researcher found that all factors was at high level. When compare to each other, the exchange of leadership was the highest mean and communication was least of all. The mean of teacher’s performance effectiveness was at the high level as a whole. Considering each factors in detail, the researcher found that all factors was at high level. When compare to each other, the satisfaction was the highest mean and commitment was least of all.
2. As for the structural equation model of collective leadership affecting teacher’s performance effectiveness in school under the secondary educational service area office 25, developed by the researcher, included goodness of fit with empirical data x² = 18.06   ɖƒ = 13 x² / ɖƒ = 1.389 P-value = 0.0599 RMSEA = 0.045 SRMR = 0.012 CFI = 0.998 TLI = 0.993.
3. The influence of collective leadership affecting teacher’s performance effectiveness in school under the secondary educational service area office 25 found that there were the total influence and direct positively influence of 0.901 at the 0.01 level of significant. The variable of learning leadership in model could explain school effectiveness for approximate 80.90 %. (R² = 0.809).