The Guidelines to Develop the Disruptive Leadership of School Administrators Under the Phitsanulok Primary Educational Service Area Office 1

Abstract

          The purpose of this research is to study 1) study the level of transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1, and 2) explore ways to develop transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The research was conducted in two phases: Phase 1 involved studying the transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The sample group consisted of school administrators and teachers from the Phitsanulok Primary Educational Service Area Office 1, totaling 297 individuals, divided into 88 school administrators selected purposively and 209 teachers selected through stratified random sampling based on the proportion of teachers in each district. The research instrument was a questionnaire with a reliability coefficient of .97, consisting of a 5-point Likert scale. The statistics used for data analysis were the mean and standard deviation. Phase 2 involved studying ways to develop transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1. The informants included four experts with experience in school administration or educational administration qualifications, selected purposefully. The research instrument was an interview, and the data were analyzed through content analysis.

The research findings indicate that.

1. The study results on the transformational leadership of school administrators under the Phitsanulok Primary Educational Service Area Office 1, overall, are at a high level with an average of 4.32 and a standard deviation of 0.64.
2. The study results on the development of transformational leadership for school administrators Affiliated with the Phitsanulok Primary Educational Service Area Office 1, it was found that school administrators. There should be a systematic and continuous study of the context of the educational institution, community, and stakeholders. Additionally, there should be the development of technological skills to serve as a model for teachers and educational staff, and to promote a digital organizational culture within the institution. Digital organizational culture within educational institutions creates an organizational culture that is aware of risks. Educate teachers and staff about the importance of risk management.