The Effect of Good Human Relations of Administrators on the Inspiration of Teacher Performance under KhonKaen Primary Educational Service Area Office 1
Keywords:
good human relations, inspiration, teacher performance, educational administrationAbstract
This study aimed to (1) examine the levels of administrators’ human relations and teacher inspiration, (2) investigate the relationship between administrators’ human relations and teacher inspiration, (3) identify the dimensions of human relations that significantly influence teacher inspiration, and (4) develop guidelines for strengthening teacher inspiration in schools under the Khon Kaen Primary Educational Service Area Office 1. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 318 participants selected through stratified random sampling. Data were collected using a five-point Likert-type questionnaire with a reliability coefficient of .96 and analyzed using descriptive statistics, Pearson’s product–moment correlation coefficient, and stepwise multiple regression analysis. The qualitative phase involved semi-structured interviews with key informants, and the data were analyzed using content analysis. The findings revealed that both administrators’ human relations and teacher inspiration were perceived at high levels. A statistically significant positive relationship was found between the two variables at the .01 level. Four dimensions of human relations significantly predicted teacher inspiration: effective communication, interpersonal interaction, acceptance of individual differences, and self–other understanding. The final regression model yielded a multiple correlation coefficient (R) of .868 and a coefficient of determination (R²) of .754, indicating that these factors explained 75.4% of the variance in teacher inspiration. The qualitative findings identified five practical guidelines for strengthening teacher inspiration: serving as positive role models, fostering supportive collegial relationships, promoting collaborative goal setting, encouraging participation and acceptance, and providing positive reinforcement.
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