ภาวะผู้นำการเปลี่ยนแปลงของผู้บริหารโรงเรียนสวนศรีวิทยา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาสุราษฎร์ธานี ชุมพร

Abstract

The purposes of this research were to 1)study the level of for the transformational leadership of school administrators at Suansriwittaya School under the Secondary Educational Service Area Office Suratthani Chumphon and 2)propose guidelines for the transformational leadership of school administrators at Suansriwittaya School under the Secondary Educational Service Area Office Suratthani Chumphon. The study encompassed four aspects: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The research population consisted of 135 teachers from Suansriwittaya School under the Secondary Educational Service Area Office Suratthani Chumphon in the academic year 2025. The research instruments were a five-level rating scale questionnaire with the reliability of .981 and a semi-structured interview form. The statistics used for data analysis were percentage, mean, standard deviation, and content analysis. The research findings revealed that the overall transformational leadership of the school administrators at Suansriwittaya School, under the Secondary Educational Service Area Office Suratthani Chumphon, was at the highest level across all four domains, When considering each domain individually, individualized consideration had the highest mean score, followed by intellectual stimulation and idealized influence. While Inspirational motivation had the lowest mean score. Regarding the guidelines for transformational leadership, it was found that school administrators should demonstrate confidence in their personnel's potential, foster a clear understanding of policies to cultivate a shared vision of success, and inspire a collective commitment toward school goals. Furthermore, administrators emphasize strategic planning and proactive preparedness to effectively navigate potential challenges or changes. Lastly, understanding and respecting individual differences in aptitude and capability are essential for delegating tasks that align effectively with each staff member's maximum potential.