Transformational Leadership Development of the Schools Administrators for Effectiveness in Teacher Performance of Schools in Dechna Udom Network under the Secondary Education Service Area Office Ubon Ratchathani Amnat Charoen

Abstract

The objectives of this research were to study present, desired states and to study the development of school administrators’ transformational leadership toward the adequate performance of teachers. The sample included 165 administrators and teachers. One hundred and fifty-eight copies of the questionnaire, or 95.76 percent, were returned. Important key informants were 14 administrators. The research tools were a five-level rating scale with a reliability of .95 and a semi-structured interview. The statistics used for data analysis were Frequency, Percentage, Mean, Standard Deviation, Modified Priority Need Index (PNImodified), and Content analysis.

The findings were as follows:

1. The current state of school administrators’ transformational leadership toward the adequate performance of teachers as a whole was at a high level. The desired states of school administrators’ transformational leadership toward the adequate performance of teachers as a whole was at the highest level. The modified priority need index (PNImodified) for school administrators’ transformational leadership toward the adequate performance of teachers, which had the highest mean score, was Inspirational Motivation for classroom management.


2. Eight top ranked development of school administrators’ transformational leadership towards the adequate performance of teachers were as follows: 1) Idealized Influence for curriculum administration and learning management, the administrators should set up a meeting and communicate with teachers on knowledge and understanding of curriculum development, teaching techniques, and lesson planning to inspire personnel to work commitment; 2) Idealized Influence on teacher leadership, the administrators should demonstrate emotional stability and creative thinking to gain respects; and 3) Inspiration Motivation for student development, the administrators should be good role-models on optimism, then promote the same thing to teachers as good examples for students, and evaluate teachers’ behaviors continuously.