Secondary Education Principals/Superintendents
The purpose of this study was to examine the relationship in
private elementary schools between principal’s and teacher’s perceptions of
effective leadership behaviors.
The population consisted of all elementary schools in
Educational Region One of Thailand (surrounding Bangkok). Ninety-eight
principals from a sample of 140 schools participated (70%), along with 785 of
their teachers (82%). Both groups completed the LPI. Translation of the LPI into
Thai took place following Brislin’s (1985) guidelines, including four rounds of
back-translation. Internal reliability for the Thai-language version was .89 for the
Self version and .87 for the Observer version. There were twice as many female
principals as male. All but 10 percent had at least a college degree. Nearly all of
the teachers were female (92%), and 40 percent were in the 41-50 age group. All
but 17% had a college degree.
Using factor analysis with this sample, the author generated
new scales for both the principals and the teachers. Leadership scales named for
principals were Challenging, Inspiring, Enabling and Modeling and for teachers
were Challenging, Inspiring, and Enabling. The author concludes: “both
principals and teachers perceived leadership practice as a means to achieve
educational reform in Thailand” (p. 98).