Transformational Leadership of School Administrators under Yasothon Primary Educational Service Area Office 1

Abstract

This research aimed to 1) study transformational leadership among school administrators, 2) compare transformational leadership among school administrators categorized by gender, work experience, and school size, and 3) study guidelines for developing transformational leadership among school administrators. The sample consisted of 298 teachers from the 2025 academic year, calculated using Yamane's (1973) formula. Stratified random sampling and simple random sampling were then used to obtain a sample of 151 teachers from small schools, 121 teachers from medium-sized schools, and 26 teachers from large schools, totaling 298 teachers. The data collection instrument was a 5-level Likert scale questionnaire with a reliability coefficient of 0.953, calculated using Cronbach's alpha coefficient. Data analysis was performed using Cronbach's alpha coefficient (1990).

          The research findings showed that: 1) The overall transformational leadership of school administrators was at a high level (x̄= 4.14, S.D. = 0.330). Considering each aspect individually, the aspect with the highest mean score was ideological influence, with opinions at a high level (x̄= 4.16, S.D. = 0.382). This was followed by intellectual stimulation, with opinions at a high level (x̄= 4.15, S.D. = 0.359), and the aspect with the lowest mean score was inspiration, with opinions at a high level (x̄= 4.13, S.D. = 0.362), respectively. 2) Teachers with different work experiences had significantly different opinions regarding the transformational leadership of school administrators at the 0.05 statistical significance level. However, there was no significant difference in opinions regarding the transformational leadership of school administrators overall despite differences in school size. and 3) There were four aspects and four approaches to developing transformational leadership among school administrators.