Factors of Super Leadership of Principals Influencing Teacher Leadership in Schools under the Bangkok Metropolitan Administration

  • Patcharin Mahittikorn, Suchada Nanthachai, Soranat Tailanga, Sunan Solgosoom

Abstract

The objectives of this quantitative research were 1) to study the factors of the super leadership of principals and teacher leadership in schools under the Bangkok Metropolitan Administration (BMA) 2) to study the level of super leadership of principals. 3) to study the level of teacher leadership. 4) to study the super leadership of principals that influence the teacher leadership. The sample of 375 was randomly drawn from teachers in school under the BMA in the 2019. The results were found   1) Factors of the super leadership of principals was found that there were 5 factors: becoming a self-leader, promote self-leadership through teamwork, create positive thought patterns, modeling self-leadership, and develop self-leadership through reward and constructive reprimand. Factors of teacher leadership was found that there were 3 factors: self-development and colleague, professional teacher and transformational leadership. 2) The super leadership levels of principals were overall at the high level. 3) The level of teacher leadership were overall at the high level. 4) Factors of super leadership of principals influencing teacher leadership with statistical significance at the level of .05, consisting of three factors: becoming a self-leader and development self-leadership through reward and constructive reprimand were positive, but modeling self-leadership was negative. By creating the forecasting equation as follows: Forecasting equation in raw score form  Y ̂ = .352 (X1) + .261 (X5) - .163 (X4) + 1.730.  Forecasting equations in the form of standard scores Ẑ = .501 (X1) + .390 (X5) - .246 (X4).  

Published
2020-08-01
Section
Articles