Creative Leadership of School Administrators Affecting Teachers’ Morale in Job Performance under the Secondary Educational Service Area Office Prachinburi Nakhon Nayok

Abstract

The research aims to study 1) the creative leadership of school administrators, 2) the teachers’ morale in job performance,3) the relationship between the creative leadership of school administrators and the teachers’ morale in job performance, and 4) the influence of the creative leadership of school administrators on the teachers’ morale in job performance under the Secondary Educational Service Area Office Prachinburi Nakhon Nayok. The sample group consisted of 291government teachers from the Secondary Educational Service Area Office Prachinburi Nakhon Nayok in the academic year 2024, selected through a multi-stage random sampling procedure. The research instrument was a questionnaire. The statistics used for data analysis included the mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression. The research findings revealed that:1) the overall and dimensional levels of creative leadership of school administrators were high; 2) the overall and dimensional levels of teachers’ morale in job performance were also high; 3) the creative leadership of school administrators was positively correlated with teachers’ morale in job performance at a high level, with statistical significance at the .01 level; and 4) two components of creative leadership flexibility and adaptability, and creative initiative significantly affected teachers’ morale in job performance at the .01 level and jointly predicted 71.80% of the variance in teachers’ morale in job performance. Research findings indicate that the development of creative leadership, particularly in terms of flexibility and adaptability, and creative initiative among school administrators, serves as a key mechanism for enhancing teachers’ morale in job performance. Future research directions should extend the study of creative leadership among school administrators to a wider range of educational contexts. In addition, further investigation into other factors that may influence teachers’ morale in job performance is recommended. Such efforts would contribute to a more comprehensive body of knowledge and support the effective development of school administration practices.