BEHAVIORAL LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE VOCATIONAL EDUCATION INSTITUTE, BUENG KAN VOCATIONAL INSTITUTE

Abstract

This research aimed to 1) study the behavioral leadership of school administrators under the Bueng Kan Provincial Vocational Institute, 2) compare the behavioral leadership of school administrators under the Bueng Kan Provincial Vocational Institute classified by education level and work experience, and 3) study the development of behavioral leadership of school administrators under the Bueng Kan Provincial Vocational Institute. The sample group used in the research was 157 school administrators and teachers. The sample size was determined according to the Krejci and Morgan table. The research instrument was a 5-point rating scale questionnaire with a consistency index between 0.60 - 1.00 and a reliability value of 0.92 for the entire questionnaire and an interview form. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and t-test.

          The research results found that

1. The results of the analysis of the behavioral leadership level of educational administrators under the Vocational Education Institute of Bueng Kan Province are overall at a high level.
2. The results of the comparison of the behavioral leadership of school administrators under the Vocational Education Institute of Bueng Kan Province classified by level of education and work experience, overall and in each aspect, were not different.
3. Guidelines for cultivating effective behavioral leadership among educational administrators: administrators must engage in continuous self-development to align with the evolving landscape of the nation, technology, and contemporary trends. They should foster acceptance and establish strong relationships within the educational institution network, thereby enhancing the efficacy of administration and project implementation. Clear missions, directions, and goals are essential for administrators. Collaboration with teachers and educational personnel is crucial to drive the mission toward achieving established objectives. Systematic supervision, guidance, monitoring, and evaluation of teaching practices are necessary to encourage teachers' professional growth and improvement. Administrators and teachers should collaboratively develop and implement the curriculum, ensuring that educational quality aligns with the curriculum's goals. Furthermore, ongoing assessment and evaluation of students are vital for utilizing results to enhance teaching management, fostering innovation in pedagogy and establishing academic leadership. Additionally, personnel should be encouraged to pursue professional development opportunities, acquire contemporary skills, and effectively integrate new technologies into the learning process. A conducive learning environment should also be established to ensure high-quality and effective management within the educational institution.