Approaches to Spiritual Leadership Development of School

Shanlax

International Journal of Education

http://www.shanlaxjournals.com

Approaches to Spiritual Leadership

Development of School Administrators

in Schools Under the Bangkok

Metropolitan Administration

Wacharin Korngsook

Ramkhamhaeng University, Thailand

https://orcid.org/0009-0000-0456-4477

Patumphorn Piatanom

Ramkhamhaeng University, Thailand

https://orcid.org/0000-0002-6989-8280

Abstract

This mixed methods research was applied and divided into two phases. In phase one, was conducted

with two main objectives: 1) to study the spiritual leadership of school administrators according to

the perspectives of teachers in the Bangkok Metropolitan Administration (BMA); and 2) to compare

the spiritual leadership of school administrators according to the perspectives of teachers in BMA,

classied by areas, school sizes, education levels, and academic standings. The samplesincluded

370 teachers from educational school inthe BMA.Next, multi-stage random sampling was used to

select teachers from the BMAas participants in this research. The research instrument for phase one

was a ve-point Likert scale. In phase two, was conducted with the objective of creating spiritual

leadership development guidelines for school administrators under the BMA. Using purposive

sampling,there was a total of nine participants, including two deputy directors, four education

supervisors, Department of Education, BMA; and three school administrators, BMA. The research

instrument used was structured interviews. The results of the research found that:

1) the spiritual leadership of school administrators from the perspectives of BMA teachers were

at high levels overall and in each aspect; 2) the spiritual leadership of educational institution

administrators from the perspectives of teachers within the BMA classied by areas, school

sizes, education levels, and academic standingswere not different overall and in each aspect; and

3) approaches to the spiritual leadership development of school administrators under the

BMAinclude development of knowledge and skills, forming of attitudes, and implementation.

Keywords: Spiritual Leadership, School Administrators, Bangkok Metropolitan

Administration, Mixed Methods Research.

Introduction

The National Education Act 1999and its second amendment 2002 determined

that local government organizationswererequiredtoprovide education at all

levels according to local readiness and suitability (Ofce of the Education

Council 25). The Bangkok Metropolitan Administration (BMA) created a study

planto develop the country and the city, titled the 3rd Bangkok Basic Education

Development Plan (2021-2026). To be the main organization to provide basic

education to drive the quality of education and act as a leader in the ASEAN

community under the vision“Providing quality basic education to develop the

student identity of the metropolis with virtue.” The strategy seeks to: 1) Promote

and develop the quality of education to foster excellenceamonglearners;

2) Promote and develop students to have a metropolitan identity; 3) Increase

the efciency of education management to equally and thoroughly meet the

needs of all groups of learners; 4) Promote and develop the efciency of digital

education management;and 5) Reinforce, develop, and manage human capital

OPEN ACCESS

Manuscript ID:

EDU-2023-11036106

Volume: 11

Issue: 3

Month: June

Year: 2023

P-ISSN: 2320-2653

E-ISSN: 2582-1334

Received: 21.02.2023

Accepted: 20.05.2023

Published: 01.06.2023

Citation:

Korngsook, Wacharin, and

Patumphorn Piatanom.

“Approaches to Spiritual

Leadership Development

of School Administrators

in Schools Under the

Bangkok Metropolitan

Administration.” Shanlax

International Journal of

Education, vol. 11, no. 3,

2023, pp. 9–17.

DOI:

https://doi.org/10.34293/

education.v11i3.6106

This work is licensed

under a Creative Commons

Attribution-ShareAlike 4.0

International License

Shanlax

International Journal of Education

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to become a high performance organization (Ofce

of Education 23). Education in Thailand has

quality and standards which correspond to national

development goals, with school administrators

required to plan, operate, and control the quality of

education management. Administrative processes

inuence the behavior of teachers and educational

personnel to achieve the goal, mission, and national

policy (Boonpho14).

The concepts and theories of leaderships change

overtime, with general leadership involving human

interactions with the organization by focusing on

emotions and feelings, yet most academics place

little emphasis on spirituality which is directly related

to the relationship with the leader (Saengsingam 3).

The Teachers Council of Thailand Boardgroup 2

required school administrators to build professional

development including 1) Spirit and ideology of

school administrators; 2) Knowledge management

about school administration; 3) Professional

management; and 4) Research for professional

development and competency development

(Teachers Council of Thailand Board 43). This

indicates that spiritual leadership is important for

professional practitioners and school administrators.

Spiritual leadership is the ability of a leader to

motivate, feel, understand, connect with others, and

have faith in oneself; moreover, spiritual leaders

are usually considered highly creative, tender, and

polite (Lertwilai 418). The afore mentioned positive

abilities can help administrators to achieve the

goals (Saengsingam 28) as well asinspire others to

discover the great potential hidden in themselves

(Chulawongs 21). Spiritual leadership is leadership

that encompasses all other forms of leadership

and involves being a role model to develop an

organization so that it is successful and efcient in

the 21st century (Uyar 24).

Subsequently, the spiritual leadership of

school administrators affects the efciency and

effectiveness of teacher performance to be consistent

with the goals of the national strategy (2018-2037),

National Education Plan (2017-2036), and The 3rd

Bangkok Basic Education Development Plan (2021-

2026). The researcher is interested in studying

approaches to develop spiritual leadership among

school administrators in schools under the BMA to

reinforce and support education in the future.

Conceptual Framework

Mixed methods research was utilized to create

spiritual leadership development guidelines for

school administrators by studying relevant documents

or research on spiritual leadership conducted by

many researchers (e.g., Chegini, Mehrdad G 8420;

Chen and Yang 110; Chulawong17; Fry 693; Yusof

239; Khunnonkhwao 111; Lertwilai 411; Magnusen

56; Nooralizad et al. 14; Nguyen 45; Saengsingam

3; Solomon 38; Uyar 22). The researcher used

four criteria to determine the highest frequency

components to use as a conceptual framework: 1)

Vision; 2) Hope; 3) Faith; and 4) Altruistic Love

(Fig. 1.)

Figure 1 Overview of the Research Conceptual

Framework

Objectives

The major objectives of the study are to:

• Study the spiritual leadership of school

administrators according to perspective of

teachers in Bangkok.

• Compare the spiritual leadership of school

administrators according to the perspectives of

teachers in Bangkok, classied by school sizes,

education levels, and academic standings.

• Develop spiritual leadership development

guidelines for school administrators under the

Bangkok Metropolitan Administration (BMA).

Research Methodology

The study was divided into two phases as follows:

Phase One

Population and Sample

Of a total research population size of 11,542

teachers at 437 educational institutions in Bangkok,

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the sample size for this study included 370 teachers.

The sample was obtained from Cohen’s ready-made

open table (Cohen et al., 107). Next, multi-stage

random sampling was performed, which started with

simple random sampling to select district ofces

from district groups of Bangkok Metropolitan

Administration, including Central BMA Group,

North BMA Group, South BMA Group, Eastern

BMA Group, North Krungthon BMA Group, and

South Krungthon BMA Group. After that, stratied

random sampling was used to select six schools

of each size category (small, medium, and large).

Finally, simple random sampling was used to select

teachers from Bangkok Metropolitan Administration

as participants inthis research.

Research Tools

This study utilized a ve-point Likerts

questionnaire which was divided into two parts, as

follows:

Part One

General questions about the participants to

classify them by areas, school sizes, education levels,

and academic standings.

Part Two

Questions about the spiritual leadership of school

administrators in reference to vision, hope, faith, and

altruistic love.

Data Collection

The online questionnaires weresent to the

directors of the BMA through the Faculty of

Education at Ramkhamhaeng University to collect

information from government teachers under the

Bangkok Metropolitan Administration. There was a

100 percent response rate.

Data Analysis

General information of the sample was analyzed

using frequency and percentage distributions in the

areas of school sizes, areas, education levels, and

academic standings.

Spiritual leadership of school administrators was

analyzed using mean(M)and standard deviation (SD)

by predenedrange for interpretation.

To compare the school administrators’ spiritual

leadership, education levels, and academic standings,

the statistics used included t-test independent.

Classications of area and school sizes used one-

way ANOVA. If differences were found, individual

differences were compared with Scheffe’s method.

Phase Two

Sample

Using purposive sampling, a total of nine

participants were selected which included two deputy

directors, Department of Education, BMA, four

education supervisors, Department of Education,

BMA, and three school administrators, BMA.

Structured interviews were used so the participants

could express their opinions and make suggestions

for the creation of spiritual leadership development

guidelines for school administrators under BMA.

Research Tools

A structured interview form was used to obtain

information in phase one.

Data Collection

The online questionnaire was carried out among

graduate students from the Faculty of Education,

Ramkhamhaeng University. In addition, the

participants were contacted to attend an interview.

They were informed of adate, time, and location for

the interview. Before conducting the interview, the

researcher introduced themselves to the participants,

explained the purpose of the interview andthe length

of interview time,asked the participants to complete

aconsent form, and requested permission for audio

recording.

Data Analysis

Content analysis was employed to analyze data

from the target group interviews.

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Findings

Spiritual Leadership of School Administrators

in Schools Under the Bangkok Metropolitan

Administration (BMA)

Table 1 Mean and Standard Deviation of

Teachers’ Perspectives Towards the Spiritual

Leadership of School Administrators in

Schools Under the Bangkok Metropolitan

Administration (BMA)

Spiritual Leadership of

School administrators

M SD Level Rank

Vision 4.17 0.78 High 2

Hope 4.19 0.75 High 1

Faith 4.12 0.80 High 3

Altruistic Love 4.00 0.96 High 4

Total 4.12 0.79 High

Table 1 reveals that Bangkok Metropolitan

Administration teachers considered school

administrators to have highlevels of spiritual

leadership, both overall and in each aspect. The

highest mean scores were for hope, vision, and faith,

while the lowest was altruistic love.

Spiritual Leadership of Educational Institution Administrators from the Perspective of Teachers in

the Bangkok Metropolitan Administration (BMA)

Table 2 Spiritual Leadership of Educational Institution Administrators from the Perspective of

Teachers in the Bangkok Metropolitan Administration (BMA) Classied by Areas

Spiritual Leadership of

School administrators

Classied by area (M)

F p

Central

BMA.

South

BMA.

North

BMA.

Eastern

BMA.

North

Krungthon

BMA.

South

Krungthon

BMA

Vision 4.17 4.25 4.14 4.08 4.26 4.13 0.578 .717

Hope 4.21 4.27 4.14 4.13 4.24 4.19 0.365 .872

Faith 4.18 4.23 4.06 4.05 4.19 4.09 0.523 .759

Altruistic Love 4.05 4.02 3.87 3.99 4.11 4.00 0.473 .797

Total 4.15 4.19 4.05 4.06 4.20 4.10 0.443 .818

*p<.05

When the spiritual leadership of school

administrators was considered, Bangkok

Metropolitan Administration teachers considered

to be no difference overall and in each aspect when

classied by area.

Table 3 Spiritual Leadership of Educational Institution Administrators from the Perspective of

Teachers in The Bangkok Metropolitan Administration (BMA) Classied by School Sizes

Spiritual Leadership of School administrators

School Size (M)

F p

Small Medium Large

Vision 4.25 4.21 4.13 0.676 .509

Hope 4.26 4.18 4.18 0.213 .808

Faith 4.24 4.10 4.11 0.548 .579

Altruistic Love 4.12 4.01 3.97 0.467 .627

Total 4.21 4.12 4.10 0.429 .651

*p<.05

When considering the spiritual leadership of

school administrators, BMA teachers considered to

be no difference overall and in each aspect when

classied by school size.

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Table 4 Spiritual Leadership of Educational Institution Administrators from the Perspective of

Teachers in the Bangkok Metropolitan Administration (BMA) Classied by Education Levels

Spiritual Leadership of

School administrators

Undergraduate Postgraduate

t p

M SD M SD

Vision 4.16 0.76 4.20 0.82 -0.447 .655

Hope 4.17 0.76 4.23 0.75 -0.814 .416

Faith 4.10 0.80 4.15 0.82 -0.560 .576

Altruistic Love 3.98 0.94 4.04 0.98 -0.590 .555

Total 4.10 0.78 4.16 0.81 -0.628 .530

*p<.05

When considering the spiritual leadership of

school administrators, Bangkok Metropolitan

Administration teachers considered there to be no

difference overall and in each aspect when classied

by education levels.

Table 5 Spiritual Leadership of Educational Institution Administrators from the Perspective of

Teachers in the Bangkok Metropolitan Administration Classied by Academic Standings

Spiritual Leadership of

School administrators

No academic Standing Academic Standing

t p

M SD M SD

Vision 4.21 0.72 4.14 0.82 0.814 .416

Hope 4.25 0.72 4.15 0.78 1.261 .208

Faith 4.17 0.77 4.08 0.83 1.066 .208

Altruistic Love 4.04 0.95 3.97 0.96 0.789 .431

Total 4.17 0.75 4.08 0.81 1.016 .310

*p<.05

When considering the spiritual leadership of

school administrators, Bangkok Metropolitan

Administration teachers considered to be no

difference overall and in each aspect when classied

by academic standings.

Approaches to the Spiritual Leadership

Development of School Administrators in the

Bangkok Metropolitan Administration (BMA)

Figure 2 Approaches to the Spiritual Leadership

Development of School Administrators in the

Bangkok Metropolitan Administration (BMA)

The approaches to the spiritual leadership

development of school administrators in the BMA

can be described as follows.

Development of knowledge and skills by setting

goals for educational institution development, budget

allocation regulations, positive reinforcement,

building educational network alliances, conict

management, educational quality assurance,

supervision of learning management, and classroom

action research.

Forming of attitudes to cautiously use the

educational institution’s budget in good faith,

motivation, inspiration, patience, utilization of

religious doctrines as part of the solution, seize the

best interests of learners, teachers, and educational

institutions, paying respect to retirees, and realization

of the importance of building educational networks.

Implementation of the principle of participation

to determine the direction and goals of systematic

education development. There should be

appointments in the form of operational committees

in all sectors of school administration.

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Exploration of the needs of teachers’ self-

improvement, teachers opportunities to express

their opinions and needs to participate in training,

utilization of media and teaching equipment,

utilization of concrete conict management

principles, organization of activities or supervision

projects for teaching and learning management and

government retirement activities.

Discussion

Spiritual Leadership of School Administrators

from the Perspectives of Teachers in Bangkok

BMA teachers reported highlevels for the overall

spiritual leadership of school administrators. The

results indicate that the school administrators set

goals and directions for educational development,

participation, teamwork, motivation, stimulation,

incentives, and inspiration for teachers in practice.

This enables them to effectively solve problems

and encourage teachers to develop themselves for

professional advancement, sacrice, unity, to protect

the interests of educational institutions, and to achieve

goals together consistent with Chulawongs’s (17)

concept, which argues that the school administrators

must inspire teachers to discover their own potentials.

Moreover, Tan Wutthi bund it (20) explained that

school administrators must convince others to trust,

cooperate, and help each other to work with common

objectives.

Comparison of the Spiritual Leadership of School

Administrators from the Perspective of Teachers

in Bangkok

When classied by area, no differences were

found for the spiritual leadership of educational

institution administrators from the perspective

of teachers in the BMA.The results show that

educational administrators under the BMA set

goals and policy for the educational management

according to the vision and mission of the Ofce of

Education, Bangkok (BMA) so that the quality and

standards are in the same direction with quality and

continuityto improve the quality of life of people and

youth in Bangkok so they are ready for changes in

society and the nation, knowledgeable, virtuous, and

have life skills, consistent with the concept of the

Ofce of Education (2022). The Ofce of Education

plays an important role in driving the basic education

management policy of Bangkok into concrete

practice with the power to set policies and prepare

educational development plans which are required

for Bangkok to promote the teaching profession

and management, and developlearner quality

to be efcient and effective in consistence with

Yentrakul’s (2018) study on the transformational

leadership of school administrations according to the

perception of teachers inLadphrao District Ofce of

Bangkok Metropolis. The research results found no

difference when classied by area.

When classied by school size, the spiritual

leadership of educational institution administrators

from the perspective of teachers in the BMA found

no difference overall and for each aspect. This is

consistent with Chulawongs’s (17) concept,which

stated that spiritual leadership results in satisfaction,

love, trust, and devotion to work to achieve goals

that benet the public. Additionally, this is also in

line with Sawangkob (85) who studied the formative

leadership of administrators as perceived by teachers

attwenty schoolsinDon Mueang District under

Bangkok Metropolis.The studyrevealedthat there

was no difference among school sizes in the all

aspects.

When classied by education levels, thespiritual

leadership of educational institution administrators

from the perspective of teachers in the BMA found

no difference overall and for each aspect. The results

indicated that spiritual leadership was closely related

to belief, faith, and moral. It is a driving force for

teachers in educational institutions with different

educational backgrounds but those who have similar

career aspirations can develop themselves for the

benet of oneself and the organization under the

same goals. This is consistent with Candaspho (32)

who stated that spiritual leadership is on the basis

of human potential development from the inside out

by faith. Moreover, spirtual leadership is the driving

force to do the right thing and benet the public

without compulsion, consistent with Khrutphuak’s

(48) study on the leadership skills of school

administrators in the 21st century, school group 15

under the Bangkok Metropolitan Administration.

The study found that the leadership skills were not

different in all aspects.

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When classied by academic standing, the

spiritual leadership of educational institution

administrators from the perspective of teachers in

the BMA found no difference overall and for each

aspect. The results show that spiritual leadership

involves problem solving to understand, reach,

develop, and build good relationships between

school administrators and teachers, regardless of

academic standingsto lead cooperation and promote

and develop the school to achieve its goals. This is

consistent with Nguyen (47) who claimed spiritual

leadership is a combinationof values, attitude,

and behavior which is important in the work of

subordinates and related to vision, hope, faith,and

altruistic love. They affect the productivity of the

organization as well as organizational outcomes,

in line with Hompheng’s (93) ndings in the study

of transformational leadership of educational

administrators perceived by the teachers under

school network 42 in Nong Chok District, Bangkok

Metropolis. The study found no overall difference

to perceived spiritual leadership among school

administrators when classied by academic standing.

Approaches to the Spiritual Leadership

Development of School Administrators Under the

Bangkok Metropolitan Administration

The approaches to the spiritual leadership

development of school administrators from this study

include: 1) Development of knowledge and skills,

goal setting for educational institution development,

regulations, budget allocations, reinforcements,

strategization, elimination of conicts, educational

quality assurance, supervision of learning

management, classroom action research, and using

technology as part of educational management;

2) Forming of attitudesby being aware of the use of

the budget honestly, seeing the importance of self-

improvement, inspiring teachers for professional

development,motivating and encouraging teachers

to perform to their full potentials, using religious

principles to solve problems, and treatingretired

teachers with honors; and 3) Implementationusing

principles to participate in setting directions and

goals for educational institution development, budget

management, conduct educational quality assurance

survey of teachers’professional development

opinions, the needs for teaching materials and

equipment, and organizing activities or projects

based on the quality of students and teachers. This

is consistent with Trait Theories indicating that

leaders must possess essential attributes including

commitment to the profession, a strong desire

to lead, honesty, self-condence,intelligence,

and 6) be knowledgeable and understand

work. This is in line with behavioral theories

(Sauphayon, 2015) whichstatesthatthemosteffective

leadersfocusonteambuildingin consistence with

House’s (325) Path-Goal Theory of Leadership

whichstatesthat a good leader must enable their people

to achieve their professional and personal goals,must

be motivated by rewarding and helping colleagues

to reach their goals. This is also in line with Fry et

al.’s (835) ndings that subordinates have a new

perspective and learning for the organization due to

motivation from within, including values, attitude,

and executive leadership behavior. Moreover, this

is consistent with Samul (267) who studied spiritual

leadership and found spiritual leaders to beinvolved

in sustainably improving and developing successful

organizations.

Implications of the Study

School administrators underthe BMA should

conduct projects or activities that show concerns,

attentiveness, and enhance unity in educational

institutions through various methods to involve

teachers so they can make decisions and express

their decisions.

Administrators of large educational institutions

should strengthen and show intimacy, display

goodwill, humility, and kindness to strengthen unity

in educational institutions since the results indicate

that the mean of spiritual leadership among school

administrators was the lowest in large educational

institutions when classied by school sizes.

Suggestions for Future Research

Suitability and feasibility should be assessed

to when determining approaches to develop the

spiritual leadership of school administrators.

The further research should be conducted on the

development of spiritual leadership among school

administrators to strengthen the administration of

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educational institutions,so they are efcient and

have effective learners, teachers, and educational

institutions.

A mix of quantitative and qualitative research

should be adopted as an approach to develop the

spiritual leadership of school administrators.

Conclusion

The spiritual leadership of school administrators

from the perspectives of BMA teachers were at high

levels overall and in each aspect.The results indicate

that the school administrators set goals and directions

for educational development, participation,

teamwork, motivation, stimulation, incentives, and

inspiration for teachers in practice. This enables them

to effectively solve problems and encourage teachers

to develop themselves for professional advancement,

sacrice, unity, to protect the interests of educational

institutions, and to achieve goals together.

The spiritual leadership of educational institution

administrators from the perspectives of teachers

within the BMA classied by areas, school sizes,

education levels, and academic standings were not

different overall and in each aspect. The results show

that educational administrators under the BMAset

goals and policy for the educational management

according to the vision and mission of the Ofce of

Education, Bangkok (BMA) so that the quality and

standards are in the same direction with quality and

continuityto improve the quality of life of people and

youth in Bangkok so they are ready for changes in

society and the nation, knowledgeable, virtuous, and

have life skills.

Approaches to the spiritual leadership

development of school administrators under the

BMA include development of knowledge and skills,

forming of attitudes, and implementation using

principles to participate in setting directions and

goals for educational institution development based

on the quality of students and teachers.

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Author Details

Wacharin Korngsook, Ramkhamhaeng University, Thailand, Email ID: [email protected]

Patumphorn Piatanom, Ramkhamhaeng University, Thailand, Email ID: [email protected]