The Relationship between Administrators' Creative Leadership and Teachers' Competencies as Position Standard under Secondary Educational Service Area Office Khon Kaen

Abstract

This research aims to (1) study the creative leadership of school administrators, (2) examine teacher competencies according to position standards, and (3) investigate the relationship between the creative leadership of school administrators and teacher competencies according to position standards under the Khon Kaen Secondary Education Service Area Office. The sample size was calculated using the Yamane formula, with an acceptable margin of error set at 0.05, resulting in a sample size of 358 individuals, consisting of 20 school administrators and 338 teachers. The tool used for data collection was a 5-point Likert scale questionnaire, which had an Item-Objective Congruence (IOC) value of 0.67. The reliability coefficient for the creative leadership variable was 0.926, while the reliability coefficient for the teacher competency variable was 0.832, yielding an overall average reliability coefficient of 0.866. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and Pearson correlation coefficient. The study's findings revealed that (1) the creative leadership of school administrators under the Khon Kaen Secondary Education Service Area Office was overall rated at a high level; (2) teacher competencies according to position standards under the same office were also rated at a high level; and (3) the relationship between creative leadership and teacher competencies according to position standards showed a high positive correlation that was statistically significant at the .01 level. Specifically, the creative leadership of school administrators in terms of vision had the highest correlation with teacher competencies, while the aspect of trust in creative leadership had the lowest correlation with teacher competencies.