GUIDELINES FOR TRANSFORMATIONAL LEADERSHIP DEVELOPMENT OF SCHOOL ADMINISTRATORS RELATING TO TEAMWORK OF TEACHERS UNDER BURAPHA PRATEUNGWIT EDUCATION QUALITY DEVELOPMENT CENTER, CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

This mixed-method research aimed to: 1) examine the level of transformational leadership among school administrators and the level of team collaboration among teachers; 2) explore the relationship between transformational leadership of school administrators and teachers’ teamwork; and 3) propose guidelines for developing transformational leadership among school administrators that correlates with effective team collaboration. The study was based on four dimensions of transformational leadership theory: 1) idealized influence, 2) inspirational motivation, 3) intellectual stimulation, and 4) individualized consideration. The quantitative sample consisted of 92 teachers, while the qualitative sample included five participants: supervisors, school administrators, and teachers. The research instruments were questionnaires and semi-structured interviews. Data analysis was conducted using percentage, mean, standard deviation, Pearson’s correlation coefficient, and content analysis. The findings revealed that both transformational leadership of school administrators and teamwork among teachers were at a high level. A statistically significant positive correlation at the .01 level was found between the transformational leadership of school administrators and teacher teamwork, with correlation coefficients ranging from 0.217 to 0.731 across dimensions. The proposed development guidelines are as follows: 1) In terms of idealized influence, administrators should serve as role models, define clear goals, implement systematic processes, and consider team feedback; 2) Regarding inspirational motivation, administrators should inspire and motivate staff, foster team spirit, and articulate a compelling vision; 3) For intellectual stimulation, administrators should encourage analytical thinking, innovative problem-solving, and diverse perspectives; and 4) With individualized consideration, administrators should recognize individual differences, support personal growth, and provide opportunities for members to fully demonstrate their abilities.