Super Leadership of School Administrators under the Kamphaeng Phet Provincial Vocational Education Office

Abstract

The purposes of the research seemed to 1) investigate super leadership of school administrators, 2) compare super leadership classified by educational background and work experience, and 3) explore super leadership approaches. The samples were 159 teachers at vocational colleges in Kamphaeng Phet, and 9 experts and school administrators. The collected data were analyzed by percentage, mean, standard deviation, t-test and content analysis. The findings of the research indicated that; super leadership of school administrators as a whole and each aspect seemed to be at the high level. For comparing super leadership classified by educational background and work experience, it can be said that; as a whole and each aspect, there were differences with no statistical significance. In terms of exploring super leadership approaches, it was found that; for developing self-leadership of employees, the school administrators should build confidence and encourage employees to be creative and have good planning, including being responsible. For being a good self-leadership role model of leaders, the school administrators should encourage employees to be generous, sincere, and open-minded. In terms of encouraging employees to set goals by themselves, the school administrators should encourage employees to set their goals corresponding to corporate goals to lead them to success with those goals. For modeling a positive attitude, the school administrators should encourage employees to participate in expressing ideas, being conscious and stable, controlling emotions, and solving problems. In terms of facilities to lead to self-leadership through rewarding and blaming, the school administrators should create a positive work environment, creatively blame and reward employees fairly. For promoting self-leadership to build a work team, the school administrators should encourage all employees to participate in the work comprising planning, doing, checking and acting, including being responsible. In terms of facilities to lead to cultures of self-leadership, the school administrators should build good work relationships, and boost employee engagement and organizational loyalty of employees to lead to organization's values and cultures.