Leadership Characteristics of Primary School Administrators in relations to the concept of Learning Organisation: A Case Study of Ratchaburi Primary Educational Service Area Office 1

Abstract

The purposes of this research were to examine: 1) leadership characteristics of primary school administrators working under Ratchaburi Primary Educational Service Area Office 1; 2) the components of ‘learning organisation’ in the following area; and 3) the relationship between leadership characteristics and learning organisation components. The samples included 336 administrators and teachers working in primary schools in which they were administrated by the Ratchaburi Primary Educational Service Area Office 1 selected by stratified random sampling technique using Krejcie and Morgan Table with a reliability of .05. The research instrument was a 5-rating scale questionnaire approved by experts with content validity between 0.60-1.00 and reliability at .82. The statistics used in data analysis were percentage, Mean, and Standard Deviation. The hypothesis was tested using Pearson’s Correlation Coefficient. Subsequently, the research results showed: 1) leadership characteristics were at a high level overall, with highest mean on ‘attention to their own duty’ followed by the ‘personality’, ‘the social’, ‘physical appearance’, and ‘social background’, respectively; and 2) endorsement of learning organisation components on the overall was also at a high level, with highest mean on ‘learning opportunity’, ‘external perspective’, ‘internal perspective’, ‘organization structure’, and ‘organization strategy.’; and 3) there was a statistically significant between the relationship of leadership characteristics of primary school administrators and the components of learning organization at .05, in which the correlation between ‘administrator’s leadership characteristics’ and the ‘internal and external perspective of the learning organisation’ was at the highest level (r = .56) while the correlation between ‘social background characteristics of school administrators’ and ‘learning organisation’ was at the lowest level (r = .18)