ภาวะผู้นำแบบกระจายอำนาจของผู้บริหารที่ส่งผลต่อความเชื่อมั่นในประสิทธิภาพตนเองของครู ในสหวิทยาเขตส่งเสริมสามัคคี สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาสมุทรสาคร

Somsupat Parawat; Sudarat  Sarnswang; Prompilai  Buasuwan

doi:10.60027/iarj.2025.288193

Authors

Somsupat Parawat Faculty of Education, Kasetsart University, Thailand https://orcid.org/0009-0009-7979-7967
Sudarat Sarnswang Faculty of Education, Kasetsart University, Thailand https://orcid.org/0009-0002-3020-2538
Prompilai Buasuwan Faculty of Education, Kasetsart University, Thailand https://orcid.org/0000-0002-1119-6083

DOI:

https://doi.org/10.60027/iarj.2025.288193

Keywords:

Distributed Leadership, Teachers' Self-Efficacy

Abstract

Background and Aims: One of the most important factors influencing teachers' self-efficacy is distributed leadership, which refers to school administrators' role in providing opportunities for teachers to participate in decision-making and problem-solving processes within the school (Spillane, 2006). This concept of distributed leadership has become widely popular in modern education systems, as it fosters a sense of ownership and enhances collaboration between administrators and teachers. Such collaboration is a key factor in significantly increasing teachers' self-efficacy. This research aims to examine the levels of distributed leadership among school administrators and teachers' self-efficacy and to investigate the influence of distributed leadership on teachers' self-efficacy.

Methodology: Quantitative methods were employed through survey research involving teachers from the Samut Sakhon Education Service Area, totaling 103 participants selected using Krejcie and Morgan's sampling table.

Results: The research results revealed that distributed leadership among administrators was at a moderate level, with the shared vision component scoring the lowest average. Similarly, teachers’ self-efficacy was also at a moderate level, with the lowest average in the area of instructional confidence and student development. The strongest positive relationship was found between distributed leadership in the shared vision component and teachers’ self-efficacy in classroom management, with a statistically significant correlation at the 0.01 level (r = 0.583). Furthermore, the analysis indicated that distributed leadership among administrators significantly influenced teachers’ self-efficacy (r = 0.538). The linear regression analysis showed that distributed leadership could explain 29% of the variance in teachers’ self-efficacy, reflecting a moderate level of influence.

Conclusion: Based on the findings, school administrators should promote teacher participation in key decision-making processes, such as planning, instructional management, and resource allocation. Professional development programs should be organized to enhance administrators’ capacity for distributed leadership practices, thereby fostering a leadership approach that effectively supports teamwork among teachers. These initiatives could help strengthen the positive relationship between distributed leadership and teachers’ self-efficacy, ultimately improving educational outcomes.

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