A Study of Relationship between Transformation Leadership and Teachers’ Trust in School Administrators Working under the Phra Nakhon Si Ayutthaya Primary Education Service Area Office 2

Abstract

            The purposes of this research were: 1) to study the level of transformational leadership of school  administrators; 2) to study the levels of teachers’ trust in school administrators; and 3) to study the relationship between transformational leadership and teachers’ trust in school administrators. The samples were 329 teachers working the under Phranakhon Si Ayutthaya Primary Educational Service Area Office 2 that were selected by simple random sampling. The research instruments were  5-scale questionnaires for transformational leadership with the reliability at .953 and for teachers’ trust in school administrators with the reliability at .928. The statistical tools used for data analysis were mean, standard deviation, Pearson’s correlation coefficient, multiple regression analysis, and stepwise regression analysis. The results indicated that: 1) in overall and every aspects, the transformational leadership was at a high level; 2) teachers’ trust in school administrators was also at a high level; and 3) the overall transformational leadership of the school administrators as perceived by the teachers were found to associate with the teachers’ trust in school administrators, whereby transformational leadership could determine the variation of trust at 71 % (R2=0.707). The aspect of transformational leadership that most influenced to the teachers’ trust  was the individualized consideration, followed by idealized influence, the intellectual stimulation, and inspiration motivation.