The Relationship Between Academic Leadership of Administrators and the Effectiveness of Schools Under Khon Kaen Primary Educational Service Area Office 5

Abstract

The objectives of this research were to: (1) examine the academic leadership of school administrators, (2) investigate the effectiveness of schools, and (3) analyze the relationship between academic leadership of school administrators and school effectiveness. This study was a quantitative correlational research. The sample consisted of 337 participants, including 33 school administrators and 304 teachers, selected through stratified random sampling. The sample size was determined using Yamane’s formula at a 0.05 margin of error. The research instruments were five-point Likert scale questionnaires. The questionnaire on academic leadership of school administrators had a reliability coefficient of 0.98, and the questionnaire on school effectiveness also had a reliability coefficient of 0.98. The data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient.
The findings revealed that:
1. Academic leadership of school administrators, both overall and in each aspect, was at a high level.
2. School effectiveness, both overall and in each aspect, was at a high level.
3. Academic leadership of school administrators was positively correlated with school effectiveness under Khon Kaen Primary Educational Service Area Office 5 at a very high level, with statistical significance. The highest correlation was found between instructional management and school effectiveness in terms of internal problem-solving capability (r = 0.884). This was followed by the relationship between promoting an academic atmosphere and the ability to adapt and develop the institution (r = 0.875). The lowest correlation was found between defining the school’s mission and the development of students’ academic achievement (r = 0.695).