Relationship between the Situational Leadership of Female Administrators and the Teaching Effectiveness of Teachers in the 21st Century in schools under the Sisaket Provincial Administrative Organization

Abstract

The objectives of this article were: 1) to study situational leadership of female administrators in schools under the Sisaket Provincial Administrative Organization, 2) to study the teaching effectiveness of teachers in the 21^st century in schools under the Sisaket Provincial Administrative Organization, and Relationship between the situational leadership of female administrators and the teaching effectiveness of teachers in the 21^st century in schools under the Sisaket Provincial Administrative Organization. The sample consisted of 261 female administrators, and teachers of which 246 responded to the questionnaire, accounting for 94.25 percent. The research tool was a 5-level rating scale questionnaire. The reliability of .98 and .96, respectively. Statistics for data analysis included frequency, percentage, mean, standard deviation, and Pearson's correlation coefficient.

           The findings were as follows: 1. The situational leadership of female administrators in schools under the Sisaket Provincial Administrative Organization was at a high level; the highest mean score was Participating at the highest level, and the lowest mean score aspect was Telling at a high level. 2. The teaching effectiveness of teachers in the 21^st century in schools under the Sisaket Provincial Administrative Organization was at a high level; the highest mean score was student success rate, and the lowest mean score aspect was instructional variety. 3. Relationship between the Situational Leadership of Female Administrators and the Teaching Effectiveness of Teachers in the 21^st Century in schools under the Sisaket Provincial Administrative Organization was positively correlated at a high level, statistically significant at a