A Study of the Super Leadership of School Administrators and School Quality under the Samut Prakan Primary Educational Service Area Office 2

Abstract

Background and Aims: In the 21st century, educational management faces rapid changes, requiring schools to continuously improve their quality in response to evolving contexts. Particularly under the Samut Prakan Primary Educational Service Area Office 2, where learner diversity and social conditions vary, school administration requires super leadership to promote teachers and personnel to become self-leaders and enhance learning management effectively. This study aimed to: (1) examine the level of super leadership of school administrators and school quality; (2) investigate the relationship and predictive power of super leadership on school quality; and (3) propose guidelines for promoting super leadership to improve school quality.

Methodology: This study employed a mixed methods research design using an explanatory sequential approach. The research was conducted in two phases. Phase 1 involved quantitative data collection from 315 participants using a five-point Likert scale questionnaire. Data were analyzed using mean (M), standard deviation (SD), Pearson’s product–moment correlation coefficient, and multiple regression analysis. Phase 2 involved qualitative data collection through semi-structured interviews, and data were analyzed using content analysis to explain and synthesize guidelines for improving school quality.

Results: The findings revealed that the overall level of super leadership of school administrators was at the highest level (M = 4.79, SD = 0.43), and school quality was also at the highest level (M = 4.76, SD = 0.46). Super leadership of school administrators had a statistically significant positive relationship with school quality at the .01 level (r = .82). The four aspects of super leadership such as promoting a self-leadership culture, developing employees to be self-leaders, supporting teamwork, and facilitating the work of employees significantly influenced school quality, explaining 68% of the variance (R² = .68). In addition, the guidelines for promoting and improving school quality include enhancing self-leadership among teachers and personnel, developing supportive systems and work environments, supporting teamwork, and fostering a learning-oriented organizational culture.

Conclusion: Super leadership of school administrators is positively associated with school quality at the highest level. This indicates that promoting self-leadership among teachers and personnel plays a crucial role in improving school quality. Therefore, schools should enhance super leadership by emphasizing self-leadership development, teamwork support, facilitation of work processes, and the creation of a learning-oriented organizational culture to achieve continuous and sustainable development.