ภาวะผู้นำการเปลี่ยนแปลงของผู้บริหารสถานศึกษา สำนักงานส่งเสริมการเรียนรู้ประจำกรุงเทพมหานคร สังกัดกรมส่งเสริมการเรียนรู้

Abstract

       The purposes of this research were to 1) study the transformation leadership of education institution administrators Bangkok Office of Learning Encouragement Under Department of Learning Encouragement, 2) study methods to promote transformation leadership of education institution administrators Bangkok Office of Learning Encouragement Under Department of Learning Encouragement. The population consists of directors from 50 schools under the Bangkok Office of Learning Encouragement. The research instruments included questionnaires and interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.

        The results of the research found that: 1) Transformation Leadership of education institution administrators Bangkok Office of Learning Encouragement Under Department of Learning Encouragement, the overall average score was at a high level. When considering each aspect, it was found that the highest average score was individualized consideration, followed by intellectual stimulation, and the lowest was inspirational motivation.  2) The development guidelines for transformation leadership of education institution administrators Bangkok Office of Learning Encouragement Under Department of Learning Encouragement are as follows: 1) should serve as good role models in self-discipline, people management, and work management, demonstrating commitment and dedication to their duties, earning respect from teachers, parents, and networks. 2) used authority fairly and equitably, treating everyone equally. 3) should positive values and encourage colleagues to follow them, creating work culture to develop an organization to effective operations. 4) should analyze understand and accept differences, and recognize the potential and capabilities of each person. 5) analyze individual colleagues, understand and accept them, and recognize the potential and capabilities of each person. 6) create opportunities for colleagues to succeed in their work, support  working styles, and appreciation, performance  when there are errors. 7) should assign duties according to each individual's knowledge, abilities, or aptitudes, and be able to work all colleagues.

Keywords: Transformation leadership of education institution administrators