DEVELOPING THE PROGRAM TO ENHANCE TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER SISAKET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to study the current condition, desirable condition, and priority needs of transformational leadership among school administrators, and to develop and evaluate a program for enhancing transformational leadership among school administrators under the Sisaket Primary Educational Service Area Office 2. This was a mixed-methods study conducted in two phases. Phase 1 examined the current condition, desirable condition, and priority needs of transformational leadership among school administrators under the Sisaket Primary Educational Service Area Office 2. The sample consisted of 260 school administrators and teachers, obtained through stratified random sampling. The research instrument was a questionnaire on the current and desirable conditions of transformational leadership. The statistics used for data analysis were mean, standard deviation, and the Priority Needs Index (PNI). Phase 2 involved developing and evaluating a program for enhancing transformational leadership among school administrators under the Sisaket Primary Educational Service Area Office 2. The key informants consisted of 3 school administrators with best practices, using a semi-structured interview as the research instrument, and 5 experts, using an evaluation form on the appropriateness and feasibility of the program as the research instrument. The statistics used for data analysis were mean and standard deviation. The research findings were as follows: 1) The current condition of transformational leadership among school administrators was, overall, at a moderate level, while the desirable condition was, overall, at a high level. The priority needs, ranked in descending order, were intellectual stimulation, inspirational motivation, idealized influence, and individualized consideration, respectively. 2) The program for enhancing transformational leadership among school administrators consisted of 6 components: rationale, objectives, target group, content, implementation procedures, and program evaluation. The content was divided into 4 modules: Module 1 Intellectual Stimulation, Module 2 Inspirational Motivation, Module 3 Idealized Influence, and Module 4 Individualized Consideration. The evaluation of the program's appropriateness and feasibility was at the highest level