CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE 21st CENTURY ACCORDING TO THE OPINION OF TEACHER'S UNDER THE CHIANGRAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2
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Abstract
The objectives of this research were to: 1) examine the creative leadership of school administrators in the 21st century, and 2) compare the creative leadership of school administrators in the 21st century as perceived by teachers under the Chiang Rai Primary Educational Service Area Office 2, categorized by gender, age, and work experience. The sample consisted of 302 teachers under the Chiang Rai Primary Educational Service Area Office 2. The sample size was determined based on the Krejcie and Morgan table and selected using stratified random sampling. The research instrument was a five-point Likert scale questionnaire, which was validated for content validity by experts. The Index of Item-Objective Congruence (IOC) ranged from 0.67 to 1.00, and the reliability coefficient of the questionnaire was 0.97. The statistical methods used for data analysis included percentage, mean, standard deviation, t-test, F-test, and one-way analysis of variance (One-Way ANOVA). When statistically significant differences were found, pairwise comparisons were conducted using Scheffé’s method.
The research findings revealed that:
- The study of creative leadership among school administrators in the 21st
century, based on the perceptions of teachers under the jurisdiction of the Chiang Rai Primary Educational Service Area Office 2, indicated that the overall level of creative leadership was high.
- A comparative analysis of creative leadership among school administrators
in the 21st century, categorized by gender, revealed no significant differences overall or in any specific aspect. However, when categorized by age and work experience, significant differences were found overall, and a detailed analysis showed statistically significant differences at the .05 level.
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