The Relationship between Transformational Leadership of School Administrators and Teachers’ Work Happiness under Nakhon Si Thammarat Primary Educational Service Area Office 2
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Abstract
This study aimed to: 1) examine transformational leadership of school administrators as perceived by teachers; 2) assess teachers’ happiness at work; 3) examine the relationship between transformational leadership and teachers’ work happiness; and 4) predict teachers’ work happiness based on the components of transformational leadership. The sample consisted of 325 teachers under Nakhon Si Thammarat Primary Educational Service Area Office 2 during the 2025 academic year. The research instruments were five-point Likert scale questionnaires with reliability coefficients of .981 and .973, respectively. The data analysis statistics included mean, standard deviation, Pearson’s correlation coefficient, multiple correlation analysis, and multiple regression analysis.
The findings revealed that: 1) school administrators’ overall transformational leadership, as perceived by teachers, was at a good level; 2) teachers’ work happiness was at a very high level; 3) the relationship between administrators’ transformational leadership and teachers’ work happiness was highly positive (r = .873) and statistically significant at the .001 level; and 4) the components of transformational leadership could explain 75.90% of the variance in teachers’ work happiness (Adjusted R² = .759). The standard regression coefficients of transformational leadership factors in predicting teachers’ work happiness were .280 for idealized influence, .234 for inspirational motivation, –.149 for intellectual stimulation, and .532 for individualized consideration, respectively.
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