Strategic leadership of school administrators affecting resources mobilization for education in schools under the Secondary Educational Service Area Office Chanthaburi Trat
The purposes of this research were to : 1) study the strategic leadership of school administrators,
2) study the resources mobilization for education in schools, 3) study the relationship between strategic leadership of school administrators and resources mobilization for education in schools, and 4) study the strategic leadership of school administrators affecting the mobilization
of educational resources under the Secondary Educational Service Area Office Chanthaburi Trat.
The sample was a group of 306 teachers under the Secondary Educational Service Area Office Chanthaburi Trat in the academic year 2021. The research instrument was a five – level
rating scale questionnaire. The reliability of the strategic leadership of school administrators questionnaire was 0.92, and the reliability of the resources mobilization for education in schools questionnaire was 0.95. The statistics used for analysis data were: mean, standard deviation, Pearson’s product moment correlation coefficient and multiple regression analysis.
The results of the study were as follows: 1) the strategic leadership of school administrators
was at the high level overall and in all aspects, 2) the resources mobilization for education in schools was at the high level overall and in all aspects, 3) the strategic leadership of school administrators and the resources mobilization for education in schools, overall, had a high level of positive correlation, statistically significant at the .05 level, and 4) the strategic leadership of school administrators affecting resources mobilization for education in schools under the Secondary Educational Service Area Office Chanthaburi Trat to formulate strategies in managing resources
in the organization, and implement strategies had a multiple correlation coefficient of 0.821. Therefore, it can be used to predict the resources mobilization for education in schools at 67.30 percent. There were statistically significant relationships at the .05 level. The predictive equation in the form of raw score was (Y ) ̂= 0.966 0.372 (X1) 0.244 (X4) 0.132 (X3) and the predictive equation in the form of standard score was ( Z) ̂y = 0.424 (X1) 0.281 (X4) 0.174 (X3).
