Situational leadership of school administrators at Sawang Daen Din School under the Office of Sakon Nakhon Primary Educational Service Area 2

Abstract

The objectives of this research were to study the level and development guidelines of situational leadership. The sample group consisted of 113 teachers. The research tools included questionnaires, which had a validity range of 0.67–1.00 and a reliability of 0.89, as well as interview forms. Data was collected using an online questionnaire via Google Forms, with 94 responses received, yielding a response rate of 83.18%. Data analysis was conducted using statistical methods, including frequency, percentage, mean, standard deviation, and content analysis. The research findings revealed the following: 1. The overall situational leadership level of school administrators at Sawang Daen Din schools, under the Sakon Nakhon Primary Education Service Area Office 2, was at a high level. All aspects were rated at a high level. The aspect with the highest average score was the selling style, followed by the participating style and delegating style, respectively. The aspect with the lowest average score was the telling style. 2. The guidelines for developing situational leadership among the school administrators at Sawang Daen Din schools include creating clear operational manuals, utilizing information systems and document management software, organizing staff training, using reinforcement techniques such as verbal praise, fostering a positive work environment, conducting brainstorming meetings, employing participatory decision-making systems, assigning tasks based on individuals' strengths, defining clear scopes of work and objectives, communicating expectations effectively, and establishing support and counseling systems. These measures aim to enhance administrative efficiency, boost motivation, encourage participation, and develop the potential of subordinates.