The Relationship Between Transformational Leadership of School Administrators and 21 st Century Teacher Competencies at TriamudomSuksa Suwinthawong School

Abstract

This research aimed to study (1) the level of transformational leadership of school administrators, (2) the level of 21st-century teacher competencies, and (3) the relationship between administrators' transformational leadership and 21st-century teacher competencies at Triam Udom Suwintha Wongse School. This quantitative research employed a correlational research design. The sample consisted of 75 government teachers and 9 contract teachers, totaling 84 teachers in the first semester of the 2025 academic year. The research instrument was a 5-point Likert scale questionnaire with IOC values ranging from 0.80-1.00 and reliability of 0.95. Data were analyzed using descriptive statistics and Pearson's correlation coefficient. The findings revealed that (1) administrators' transformational leadership was at a high level, with idealized influence showing the highest mean, followed by inspirational motivation, intellectual stimulation, and individualized consideration;(2) 21st-century teacher competencies were at a very high level, with life and career skills showing the highest mean, followed by information, media, and technology skills, and learning and innovation skills; (3) transformational leadership showed a significant positive correlation with teacher competencies at the .01 level (r=0.72), with intellectual stimulation demonstrating the highest correlation (r=0.75).