Guidelines for Developing Transformational Leadership of School Administrators under Khon Kaen Primary Educational Service Area Office 2

Abstract

The objectives of this research were: 1) to study the current state, the desirable state, and the priority needs of transformational leadership of school administrators under the Office of Khon Kaen Primary Educational Service Area 2; and 2) to study guidelines for developing transformational leadership of school administrators under the Office of Khon Kaen Primary Educational Service Area 2. The study employed a mixed-methods research design divided into two phases. Phase 1 studied the current state, the desirable state, and priority needs. The sample group consisted of 303 school administrators and teachers, determined using Krejcie and Morgan’s table and selected via stratified random sampling. The research instrument was a transformational leadership questionnaire with an Item-Objective Congruence (IOC) index between 0.80 and 1.00. The analysis results showed that for the current state, the item discrimination power ranged from 0.469 to 0.839, with an overall reliability of 0.976. For the desirable state, the item discrimination power ranged from 0.418 to 0.881, with an overall reliability of 0.979. Phase 2 investigated guidelines for developing transformational leadership of school administrators under the Office of Khon Kaen Primary Educational Service Area 2 by interviewing 7 experts and assessing the guidelines with 9 experts, selected through purposive sampling. The research instruments included a semi-structured interview form and a suitability and feasibility assessment form. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNImodified) to prioritize needs. Research Findings: (1) The current state of transformational Leadership of School Administrators under the Office of Khon Kaen Primary Educational Service Area 2 was at a high level (x̄ = 3.88, S.D. = 0.279). Considering each aspect, all were at a high level. The highest mean was found in individualized consideration (x̄ = 3.89, S.D. = 0.32), followed by inspirational motivation (x̄ = 3.88, S.D. = 0.33), intellectual stimulation (x̄ = 3.88, S.D. = 0.34), shared vision and communication (x̄ = 3.88, S.D. = 0.34), and idealized influence (x̄ = 3.86, S.D. = 0.35), respectively. The desirable state of transformational Leadership of School Administrators under the Office of Khon Kaen Primary Educational Service Area 2 was at the highest level overall (x̄ = 4.93, S.D. = 0.242). When considering each aspect, the highest mean was found in intellectual stimulation (x̄ = 4.94, S.D. = 0.29), followed by idealized influence (x̄ = 4.94, S.D. = 0.28), inspirational motivation (x̄ = 4.93, S.D. = 0.29), individualized consideration (x̄ = 4.93, S.D. = 0.30), and shared vision and communication (x̄ = 4.93, S.D. = 0.30), respectively. The Modified Priority Needs Index (PNImodified) for transformational Leadership of School Administrators under the Office of Khon Kaen Primary Educational Service Area 2 as a whole was 0.272. When classified by aspect, the highest need was found in idealized influence (PNImodified = 0.278), followed by intellectual stimulation (PNImodified = 0.273), shared vision and communication (PNImodified = 0.271), inspirational motivation (PNImodified = 0.270), and individualized consideration (PNImodified = 0.267), respectively. (2) The guidelines for developing transformational leadership of school administrators under the Office of the Primary Educational Service Area, Khon Kaen Area 2 consist of 5 aspects: 1) Influence with ideology, 3 approaches; 2) Intellectual stimulation, 3 approaches; 3) Creating a shared vision and communication, 3 approaches; 4) Creating inspiration, 3 approaches; 5) Taking into account the individual, 3 approaches. In total, 15 approaches were found. Overall, the most appropriate (x̄ = 4.98) and the most feasible (x̄ = 4.98).