GUIDELINES FOR DEVELOPING TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS BASED ON THE FOUR NOBLE TRUTHS IN THE THONBURI SCHOOL GROUP IN BANGKOK

Abstract

This research aims to 1) study the level of transformational leadership among school administrators, 2) study methods for developing transformational leadership among school administrators based on the Four Noble Truths, and 3) propose guidelines for developing transformational leadership among school administrators based on the Four Noble Truths. The research employed a mixed-methods research design, with quantitative research using questionnaires administered to the population of 260 participants, analyzed using descriptive statistics (percentage, frequency, mean, standard deviation), and qualitative data collected through interviews with 7 key informants, analyzed using content analysis.

The research findings revealed that: 1) The overall and individual (all four aspects) levels of transformational leadership among school administrators in Thonburi, Bangkok, were high; 2) The methods for developing transformational leadership among school administrators based on the Four Noble Truths were implemented through the application of the Four Noble Truths to the management process to enhance leadership in five areas: charisma building, inspiration building, individual awareness, intellectual stimulation, and situational reward; and 3) The guidelines for developing transformational leadership among school administrators based on the Four Noble Truths were a systematic approach to enhancing leadership potential in motivating and transforming followers' attitudes to foster collaboration toward achieving the organization's goals. The problem-solving mechanism based on the Four Noble Truths was integrated with the five leadership development goals: (1) Utilizing the Four Noble Truths mechanism, starting with recognizing problems and changes (Dukkha), analyzing causes to assess the need for development (Samudaya), taking action to eliminate the problem (Nirodha), and analyzing information to determine approaches to address both the present and the future (Magga); (2) Elevating transformational leadership in five areas, focusing on enabling school administrators to build charisma through positive role models and virtuous conduct, inspiring and considering individual needs to motivate inner drive without coercion, stimulating intellectual development to promote analytical thinking and the creation of new knowledge, and providing situational rewards to reinforce desirable behaviors and encourage continuous improvement.