THE ROLE OF WELL-BEING LEADERS OF SCHOOL ADMINISTRATORS AFFECTING TEACHERS’ WORK HAPPINESS UNDER THE NAKHON NAYOK PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed to: 1) study the levels of well-being leadership roles of school administrators and teachers’ happiness at work; 2) examine the relationship between the well-being leadership roles of school administrators and teachers’ happiness at work; and
3) investigate the well-being leadership roles affecting teachers’ happiness at work under the Nakhon Nayok Primary Educational Service Area Office. This study employed a quantitative research design. The sample consisted of 312 teachers selected from a population of 1,218 teachers under the Nakhon Nayok Primary Educational Service Area Office. The research instrument was a five-point rating scale questionnaire. The statistics used for data analysis included percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and multiple regression analysis. The findings revealed that: 1) the overall levels of well-being leadership roles of school administrators and teachers’ happiness at work were at a high level; 2) the well-being leadership roles of school administrators had a positive relationship with teachers’ happiness at work at a high level with statistical significance at the .01 level; and 3) the predictive equation indicated that five aspects of well-being leadership roles significantly affected teachers’ happiness at work, namely positive emotion promotion, work engagement promotion, fostering positive workplace relationships, enhancing teachers’ sense of value and meaning in work, and supporting teachers’ achievement and goals. Among these, work engagement promotion showed the highest mean score. These five aspects together explained 35.40 percent of the variance in teachers’ happiness at work with statistical significance at the .01 level (F = 33.547, SE_est = .419).