Leadership Styles of School Administrators Affecting Internal Supervision Process in Schools under The Suratthani Secondary Educational Service Area Office 11

Abstract

The objectives of this study were: 1) to study the administrators’ leadership styles of school administrators under the Suratthani Secondary Educational Service Area Office 11, 2) to study the internal supervision process in schools under the Suratthani Secondary Educational Service Area Office 11, and 3) to study the leadership styles of school administrators affecting the internal supervision process in schools under The Suratthani Secondary Educational Service Area Office 11. The populations of the study were 3,178 school administrators and teachers from the Suratthani Secondary Educational Service Area Office 11.The sample groups were 355 teachers that were selected by the Sample Size Determination to finite population by Taro Yamane. The research instruments were questionnaires. The questionnaires were divided in to 3 parts; part 1 was general data respondents, part 2 was a practice level of the leadership styles of school administrators and teachers affecting the internal supervision process in schools under the Suratthani Secondary Educational Service Area Office 11 and the evaluation forms were divided into 5 practice levels, and part 3 was a practice level of the internal supervision process in schools of school administrators and teachers under the Suratthani Secondary Educational Service Area Office 11. The evaluation form was divided into 5 practice levels. The data was analyzed by basic statistical tools including frequency, percentage, mean, and standard deviation, and statistical tools for hypothesis testing Stepwise multiple regression analysis.

             The results were as follows. 1) The leadership styles of the school administrators were at a high level. Considering individual aspects, the performance was at a high level and a moderate level ranked in descending order: achievement-oriented leadership, directive leadership, supportive leadership, and participative leadership, respectively. 2) The internal supervision process of the schools was at a high level in overall and individual aspects ranked in descending order: supervision operation, pre-supervision acknowledgement, encouragement for supervisory staff, supervision planning, observation of needs and necessities, and supervision evaluation and reporting. 3) The leadership styles of the school administrators, which could predict the internal supervision process at a statistical significance level of 0.05 with a predictive efficiency of 59.5, were directive leadership, supportive leadership, participative leadership, and achievement-oriented leadership, respectively.