Relationships Between Transformational Leadership of School Administrators and Working Motivation of Teachers Under Nakhon Si Thammarat Primary Educational Service Area Office 2

Abstract

This study employed a descriptive research design and aimed to: 1) to investigate the level of transformational leadership of school administrators; 2) to examine the level of teachers’ work motivation; 3) to analyze the relationship between the transformational leadership of school administrators and teachers’ work motivation; and 4) to predict teachers’ work motivation based on the components of the transformational leadership of school administrators. The sample consisted of 278 teachers under the Nakhon Si Thammarat Primary Educational Service Area Office 2, obtained through two-stage stratified random sampling, followed by simple random sampling using a lottery method. The research instrument was a 5-point rating scale questionnaire with a total reliability of .956. Data were analyzed using mean, standard deviation, Pearson’s product-moment correlation coefficient, and Enter multiple regression analysis.

The research findings revealed that: 1) the transformational leadership of school administrators was at a good level overall, with inspirational motivation having the highest mean; 2) the working motivation of teachers was at a good level overall, with the relationship with colleagues having the highest mean; 3) transformational leadership had a high-level positive relationship with the working motivation of teachers at a statistically significant level of .01 (r = .847); and 4) all four components of transformational leadership could significantly predict the working motivation of teachers at the .01 level, with a predictive power of 60.20% (Adjusted R² = .602). All components were statistically significant predictors, with inspirational motivation having the highest predictive weight, followed by idealized influence, individualized consideration, and intellectual stimulation, respectively.