Factors Affecting Leadership of Teachers in Small Sized Schools Bueng Kan Primary Educational Service Area Office

Abstract

             The purposes of this research were to: 1) identify the components of teachers’ leadership, 2) examine the level of factors affecting teachers’ leadership, 3) examine the level of teachers’ leadership, 4) study the relationship between factors affecting teachers’ leadership and teachers’ leadership, 5) study a predictive power of factors on teachers’ leadership. The samples of this study were using multi-stage random sampling including 211 participants which comprised 68 school administrators and 143 teachers. The instruments used in data collection were a 5-rating scale questionnaire, which has validity index at 1.00. The discrimination ranged between 0.42-0.93 and the overall reliability index at 0.98 The statistics used in data analysis were percentage, mean, standard deviation, Pearson’s correlation coefficient and stepwise regression analysis. 
            The findings were as follows.  1. The components of teachers’ leadership were 4 components as follows: 1) being a change agent 2) In terms of self-development and fellow teachers 3) being a teaching model and 4) Focusing on the development of learners' achievements. 2. The factors affecting teachers’ leadership overall were at a high level. 3. The teachers’ leadership overall was at a high level. 4. The relationship between factors affecting teacher leadership and teacher leadership in small sized schools showed high level of positive correlation with statistical significance at .01 level. 5. The factors affecting teachers’ leadership, internal motivation (X₁) and in-depth knowledge (X₂) were able to predict the teacher leadership in small sized schools (Y) with statistical significance at .01 level, and obtained a predictive power at 85.70 percent.