The Influence of School Administrators’ Situational Leadership on School Effectiveness in the Bangkok Metropolitan Administration

Abstract

This research aims to study 1) the school administrators’ situational leadership in the Bangkok Metropolitan Administration (BMA), 2) the school effectiveness in the BMA, 3) the correlation between school administrators’ situational leadership and school effectiveness in the BMA, and 4)the influence of school administrators’ situational leadership on school effectiveness in the BMA. The sample group comprised 370 government teachers in the BMA for the 2025 academic year. The sample was selected through multi-stage random sampling. The research instrument was a questionnaire, with a reliability of 0.973. Statistics included mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression. The research findings revealed that: 1) school administrators’ situational leadership and school effectiveness in the BMA were overall at a high level; 2) there was a significant positive correlation between situational leadership and school effectiveness at the .01 level; and 3) the participating, telling, selling, and delegating leadership styles collectively predicted 69.80% of the variance in school effectiveness. In conclusion, administrators significantly enhance school operations by adapting their leadership styles to specific situational demands, with ‘Telling’ emerging as a highly influential factor within this context. Future research should employ qualitative methodologies to deeply explore the operational mechanisms of these leadership styles and expand the scope of the study to compare diverse educational jurisdictions beyond the BMA.