Strategic Leadership of School Administrators under Mukdahan Primary Educational Service Area Office

Abstract

This research aimed to: 1) examine the strategic leadership of school administrators; 2) compare the strategic leadership of school administrators classified by gender, work experience, and school size; and 3) explore guidelines for developing the strategic leadership of school administrators. The sample consisted of teachers in the academic year 2025. The sample size was determined using the Krejcie and Morgan table (1970: 608). Proportional stratified random sampling and simple random sampling techniques were employed. The sample included 208 teachers from small-sized schools, 100 teachers from medium-sized schools, and 14 teachers from large-sized schools, totaling 322 participants. The research instruments included a five-point rating scale questionnaire with an overall reliability coefficient of 0.985 and an interview form. Statistical methods used for data analysis were percentage, mean, standard deviation, t-test, F-test, and content analysis.

            The research findings revealed that: 1) The overall strategic leadership of school administrators was at the highest level. When considered by each aspect, the highest mean score was found in the ability to utilize various factors in formulating strategies, followed by creative vision formulation. The lowest mean score was found in higher-order thinking and understanding; however, all aspects were rated at the highest level. 2) Teachers with different personal characteristics showed no statistically significant differences in their perceptions of the strategic leadership of school administrators, both overall and in each aspect. 3) Guidelines for developing the strategic leadership of school administrators should include revising training programs for administrators to ensure alignment with and comprehensive coverage of all five dimensions of strategic leadership.