Transformational Leadership of School Administrators for Academic Excellence in Chiang Mai Municipality Schools

Abstract

Background and Aims: In an era of rapid social and technological change, effective school administration requires transformational leadership from educational administrators to drive institutions toward sustainable academic excellence. This involves developing teachers, learners, and educational innovations in alignment with the context of the 21st century. The objectives of this study were: (1) to examine the current conditions, desired conditions, and needs for transformational leadership among school administrators under Chiang Mai Municipality, and (2) to develop guidelines for enhancing transformational leadership of school administrators toward academic excellence in schools under the Chiang Mai Municipality.

Methodology: This study employed a mixed-methods research approach. The research was conducted in two phases. Phase 1 employed a quantitative approach using a 5-point Likert scale questionnaire to collect data from 75 school administrators, teachers, and educational personnel from 11 schools under Chiang Mai Municipality. Phase 2 utilized a qualitative approach through semi-structured interviews with 5 exemplary school administrators and educational administrators from local government organizations. Statistical analyses included percentages, means, standard deviations, Priority Needs Index (PNI modified), and content analysis.

Results: 1) The desirable conditions for transformational leadership of school administrators across all four dimensions were at a high level overall with idealized influence having the highest mean. Current conditions were at a high level overall with intellectual stimulation having the highest mean. Priority needs assessment showed that idealized influence had the highest priority need, followed by inspirational motivation intellectual stimulation, and individualized consideration, respectively. Regarding 21st-century skills of administrators, the top three priority needs were: systematic planning and monitoring skills technology utilization skills in administration and communication and human relations and adherence to the Four Brahmaviharas principles skills. 2) The development approaches for transformational leadership derived from interviews comprised seven strategies: 1) establishing direction and creating inspiration,
2) stimulating and supporting learning innovation, 3) assessing and developing teacher potential, 4) managing teacher diversity, 5) developing 21st-century skills, 6) creating team atmosphere, and 7) building networks and collaboration.

Conclusion: The study found that school administrators under Chiang Mai Municipality demonstrated a good level of transformational leadership, particularly in the areas of idealized influence and intellectual stimulation. However, further development is needed in inspiring motivation and recognizing individual differences. The key skills for 21st-century administrators include systematic planning, the use of technology in management, and interpersonal skills. The proposed development guidelines emphasize setting clear directions, inspiring others, enhancing teacher potential, and promoting teamwork to sustainably advance academic excellence within schools.