The Relationship Between School Administrators’ Leadership, as Perceived by Teachers That Effect on Teachers' Motivation at The Army School of Petcharawuthwittaya Under Royal Patronage in Bangkok

Abstract

                 This research was a quantitative study aimed to (1) to examine a level of school administrators’ leadership as perceived by teachers (2) to study a level of motivation of teachers' performance, and (3) to explore the relationship between the school administrators’ leadership as perceived by teachers and the motivation for teachers' performance. The populations used for the study consists of 72 teachers in the academic year 2024 (First Semester). The instrument used to collect the data was questionnaire with a validity value of 0.95 and a whole reliability value of 0.972. The statistical methods used for data analysis include Percentages, Means, Standard Deviations, and Hypothesis testing using Pearson correlation coefficient analysis. The findings revealed that 1) the overall level of school administrators’ leadership, as perceived by teachers was at the highest level, upon consideration for each aspect it was found that achievement-oriented leadership had the highest average, followed by participative leadership, supportive leadership, and directive leadership, which had the lowest average 2) the overall level of motivation for teachers' performance was at the highest level, upon consideration for each aspect it was found that responsibility in job duties had the highest average, followed by working success and salary benefits, which had the lowest average 3) the school administrators’ leadership, as perceived by teachers, was significantly related with the motivation at a high level. The research findings can improve and develop management model and change the behaviors of educational leaders to ensure that their leadership is consistent with each motivational factor, and enhance the teachers’ morale and motivation in their work.