Distributed Leadership of School Administrators Affecting Teachers’ Work Performance in Schools Under the Samutprakan Primary Educational Service Area Office 1

Abstract

This study aimed to examine the levels of school administrators’ distributed leadership and teachers’ work performance, investigate their relationship, and identify the specific aspects of leadership that influence performance. The sample comprised 306 teachers from schools under the Samutprakan Primary Educational Service Area Office 1, determined using Cohen’s table at a significance level of .05 and selected through stratified random sampling. The research instrument was a questionnaire with an IOC between 0.60 and 1.00 and a reliability coefficient of 0.976. Data were analysed using frequency, mean, standard deviation, Pearson’s correlation, and multiple regression analyses using the Enter method. The findings revealed that both distributed leadership and teachers’ work performance were at high levels. Distributed leadership showed a significant positive correlation with teachers’ work performance at a high level (p < .01. Furthermore, the four components–leadership practice, teamwork culture, shared vision, and participative decision-making–jointly predicted teachers’ work performance, accounting for 64.6% of the variance, with statistical significance at the .01 and .05 levels. These results indicate that developing leadership practices and a collaborative teamwork culture are essential for enhancing teacher performance. Future research should extend the investigation to broader educational contexts and explore additional factors that influence teachers’ work performance.