A Path Analysis of the Relationships among 21st Century Leadership, Academic Administration Efficiency, and Teachers’ Happiness at Work in Schools under the Chiang Rai City Municipality Education Office

Abstract

          This research article aimed to: (1) examine the 21st century leadership of school administrators; (2) investigate the efficiency of academic administration in schools; (3) study teachers’ happiness at work in schools; and (4) analyze the path relationships of the 21st century leadership affecting academic administration efficiency and teachers’ happiness at work in schools. This study employed a quantitative research design using a survey method and causal relationship analysis. The sample consisted of 182 participants. The research instrument was a questionnaire, and data were collected through questionnaire responses. The data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and path analysis.

           The findings revealed that: (1) the 21st century leadership of school administrators was at a high level; (2) the efficiency of academic administration in schools was at the highest level; (3) the teachers’ happiness at work was at a high level; and (4) The results of the path analysis revealed that 21st century leadership of school administrators had direct effects on both teachers’ job satisfaction and the effectiveness of academic administration. The total effect on teachers’ job satisfaction was .80. Furthermore, when the two variables were considered together, they were able to jointly predict 70 percent of the variance in teachers’ job satisfaction. In addition, the 21st century leadership exerted both direct and indirect effects on teachers’ job satisfaction, with academic administration effectiveness serving as a significant mediating variable.