DEVELOPING A TRANSFORMATIONAL LEADERSHIP MODEL IN THE 21ST CENTURY AND SCHOOL MANAGEMENT FACTORS AFFECTING THE EFFECTIVENESS AND SUCCESS OF NONGTAEWRAWIT SCHOOL, A LEARNING CENTER BASED ON THE PHILOSOPHY OF SUFFICIENCY ECONOMY (EDUCATION SECTOR), ACADEMIC YEAR 2023

Abstract

Development of transformational leadership model in the 21^st century developing sufficiency school administration factors affecting teacher effectiveness for the success of learning center schools based on the sufficiency economy philosophy (education), Nongtae Worrawit School, academic year 2023. This research aims, to study the development of transformational leadership model in the 21^st century, sufficiency school administration factors; to study the level of teacher performance developing sufficient school administration factors that affect teacher effectiveness; to compare the level of effective performance of teachers towards success of the sufficiency economy philosophy learning center school; and to study the satisfaction of students, teachers, basic education school committees, and parents towards the success of the sufficiency economy philosophy learning center school, Nongtae Worrawit School, academic year 2023²⁹. The population used in this research included 9 basic education school committee members, 5 teachers, 27 primary 4-6 students, and 27 parents of primary 4-6 students, Nongtae Worrawit School, total population of 68 people³⁰. The research instruments consisted of 4 questionnaires. Statistics used included IOC, Cronbach's Alpha Coefficient, Percentage, Mean, Standard Deviation (S.D.) and T-test dependent.

The findings indicated that: 1) the overall level of transformational leadership and SEP-based school administrative factors was at the highest               level (X̄ = 4.67, S.D. = 0.47), with environmental analysis receiving the highest mean score (X̄ = 4.80, S.D. = 0.40); 2) teachers’ performance regarding SEP-based school administration was overall at the highest level (X̄ = 4.59, S.D. = 0.50);         3) teacher effectiveness after implementation was significantly higher than before implementation at the .05 level, increasing from a moderate level                               (X̄ = 3.46,S.D.=0.50) to the highest level (X̄ = 4.64, S.D. = 0.48); and 4) stakeholders’ satisfaction toward school success was overall at the highest level (X̄ = 4.59,S.D. = 0.49).