The Relationship Between Teachers’ Perception Towards Their Leadership Capacity and School Climate in the Lovers of the Cross of Ubon Ratchathani Schools, Thailand

Abstract

The purpose of this research was to determine the relationship between teachers’ perceptions towards their leadership capacity and school climate in five selected schools under the leadership of the Lovers of the Cross of Ubon Ratchathani Congregation, Thailand. The researcher used the high leadership capacity instrument adopted from Kujur (2016), and based on Lambert’s (2003) Leadership Capacity School Survey (LCSS), as well as the Schools’ Organizational Climate Survey (SOCS) adopted from Josaphat (2005). The results of this study showed that there was both a strong and significant relationship between the teachers’ perceptions towards their leadership capacity and their school climate in the respective schools. This study discussed those respective findings and found that school improvement and student achievement could be better facilitated by increasing teacher leadership capacity and improving the educational effectiveness through the implementation of a more conducive atmosphere for teaching and learning. The teachers and administrators were recommended to identify methods to develop and offer greater opportunities for teachers to facilitate shared ideas, enhance workplace engagement opportunities, develop methods of coherent discussion, as well as to assist and support each other to achieve the school goals. This research suggested that the achievement of these recommendations could be done by developing the communication within the learning community, engaging and inspiring students, collaborating more between shareholders to strengthen leadership capacities and to ultimately improve the school climate within the school. To facilitate this, it was proposed that teachers should revamp their teaching-learning processes through professional development and training, in order to raise teachers’ commitment and devotion to each individual learner.