The strategic leadership of administrators affects the work motivation of teachers in schools under the Office of Chumphon Primary Educational Service Area 2

Abstract

This research is a descriptive study with the following objectives: 1) to study the level of strategic leadership of administrators, 2) to assess the level of factors motivating teachers' work performance, and 3) to analyze the impact of administrators' strategic leadership on the factors motivating teachers' work performance in schools under the Chumphon Primary Educational Service Area Office 2. The sample consisted of 297 school administrators and teachers selected from a population of 1,105 individuals using stratified random sampling. The research instrument was a questionnaire with an overall reliability score of 0.923. The data were analyzed using statistical methods such as percentage, mean, standard deviation, and stepwise multiple regression analysis.

The research findings revealed that: 1) the overall level of strategic leadership of administrators was high, with the highest average score in supporting an effective organizational culture, followed by balancing organizational control, while the lowest average score was in strategic direction setting; 2) the overall level of factors motivating teachers' work performance was high, with the highest average score in achievement, followed by advancement, while the lowest average score was in recognition; and 3) the strategic leadership of administrators significantly affected the factors motivating teachers' work performance in schools under the Chumphon Primary Educational Service Area Office 2, with a multiple correlation coefficient of 0.887. Ethical conduct, strategic direction setting, supporting an effective organizational culture, and managing organizational resources were the most influential factors in predicting work motivation. These factors significantly impacted teachers' work motivation at the .01 significance level, predicting 78.70% of the internal quality assurance.