The Relationship Between the Academic Leadership of School Administrators and the Motivation of Teachers in the Phra Nakhon Si Ayuthaya Secondary Educational Service Area Office

Abstract

Background and Aims: The academic leadership of school administrators plays a crucial role in influencing teachers’ work motivation. When administrators can effectively manage academic affairs, it encourages teachers to develop themselves, ultimately enhancing the quality of education in the school. The objectives of this research are to: 1) Study the academic leadership of school administrators in the Secondary Educational Service Area Office Phra Nakhon Si Ayutthaya. 2) Examine teachers’ work motivation in the Secondary Educational Service Area Office, Phra Nakhon Si Ayutthaya. 3) Investigate the relationship between the academic leadership of school administrators and teachers’ work motivation in the Secondary Educational Service Area Office, Phra Nakhon Si Ayutthaya.

Methodology: The sample for this study consisted of 380 school administrators and government teachers. The sample size was determined using Cohen’s table, followed by stratified and simple random sampling. The research instrument was a 5-point Likert scale questionnaire, which had a content validity index ranging from 0.6 to 0.8 and an overall reliability coefficient of 0.887. The statistical methods used for data analysis included percentage, mean, standard deviation, and Pearson’s correlation coefficient to examine relationships.

Results: The findings revealed that:  1) Teachers’ perceptions of the academic leadership of school administrators were at the highest level overall (\overline{x}= 4.92) 2) Teachers’ work motivation was also at the highest level overall (\overline{x}= 4.92) 3) The academic leadership of school administrators had a high-level correlation with teachers’ work motivation, with statistical significance at the 0.01 level.

Conclusion: The study on the relationship between the academic leadership of school administrators and teachers’ work motivation yielded three key findings: 1) The overall level of academic leadership among school administrators was the highest. The ranking of average scores from highest to lowest was as follows: curriculum and instructional management, creating a learning-supportive environment, promoting teachers’ professional development, and defining vision, mission, and goals. 2) The overall level of teachers’ work motivation was also the highest. The ranking of average scores from highest to lowest was as follows: need for achievement, responsibility, need for affiliation, and career advancement. 3) There was a high positive correlation between the academic leadership of school administrators and teachers’ work motivation, with statistical significance at the 0.01 level.