Creative Leadership of School Administrators under the Bangkok Secondary Educational Service Area Office 1
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Abstract
This study aimed to 1. study the creative leadership of school administrators as perceived by teachers in schools under the Bangkok Secondary Education Service Area Office 1, and 2. compare the creative leadership of school administrators classified by gender, education level, work experience, and school size of questionnaire respondents. A sample of 354 teachers Randomly selected from 4,831 teachers using “Krejcie and Morgan's sample size table”. Then compare the population ratio according to the size of the educational institution. The research instrument was a questionnaire with a reliability of 0.84. The statistics used in the research were frequency, percentage, mean and standard deviation, t-test, and F-test.
The research results found that 1. The creative leadership of school administrators as perceived by teachers in schools under the under the Bangkok Secondary Education Service Area Office 1 was overall at the high level. The aspect of creative leadership of school administrators ranked the highest was that of communication, followed by that of team learning while that of human relations was ranked the lowest. 2. Comparisons of the creative leadership level of school administrators according to perception of the questionnaire respondents Classified by gender, it was found that the overall level of creative leadership of school administrators was not significantly different. Classified by educational level, it was found that there was a statistical significant difference of 0.01 in 2 areas: negotiation. Human relations building and there is a statistical significant difference of 0.05 in 1 area, which is communication. Categorized according to work experience, it was found that there was a statistical significant difference of 0.01 in 2 areas, namely the negotiation side. Human relations building and there is a statistical significant difference of 0.05 in 1 area, which is innovation and technology. and classified according to the size of the educational institutions, it was found that there was a statistical significant difference of 0.01 in 1 area, namely innovation and technology.
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References
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