RELATIONSHIPS BETWEEN TRANSFORMATIONAL LEADERSHIP OF ADMISTRATORS AND JOB SATISFACTION OF TEACHERSUNDER THE SECONDARY EDUCATIONALSERVICE AREA OFFICE TRANG KRABI

Abstract

This study aimed to examine: (1) the transformational leadership of school administrators as perceived by teachers; (2) teachers’ work happiness; (3) relationships between administrators’ transformational leadership as perceived by teachers and teachers’ working happiness; and (4) construct a regression equation for teachers’ working happiness based on the components of administrators’ transformational leadership as perceived by teachers. The sample consisted of 317 teachers under the Secondary Educational Service Area Office Trang Krabi, selected by using a two-stage proportional stratified random sampling based on school size. The data collection instrument was a five-point rating scale questionnaire for both variables, with consistency indices ranging from .80 to 1.00, and the reliability coefficients of .988 and .979 respectively. The data analysis statistics comprised mean, standard deviation, Pearson’s correlation, multiple correlation, and multiple regression.

          The findings revealed that: (1) the overall transformational leadership of school administrators, as perceived by teachers, was at a good level, with idealized influence showing the highest mean score; (2) teachers’ working happiness was at a very good level; (3) administrators’ transformational leadership as perceived by teachers was positively correlated with teachers’ working happiness at .001 level of significance (r = .790); and (4) the combination of administrators’ transformational leadership could explain 69.70% of the variance of teachers’ working happiness (Adjusted R² = .697). The standard regression coefficients for predicting teachers’ working happiness were .491 for idealized influence, .577 for inspirational motivation, −.510 for intellectual stimulation, and .366 for individualized consideration, respectively.