GUIDELINES FOR DEVELOPING AUTHENTIC LEADERSHIP OF SCHOOL ADMINISTRATORS TO ENHANCE TEACHERS' MOTIVATION AND PERFORMANCE IN THE 21ST CENTURY UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to: 1) study the current state of authentic leadership of school administrators, teachers' motivation, and learning management performance; and 2) propose guidelines for developing the authentic leadership of school administrators to enhance teachers' motivation and performance in the 21st century. The study employed a mixed-methods research design. The quantitative sample consisted of 400 teachers, from whom data were collected using a 5-level rating scale questionnaire. For the qualitative phase, in-depth interviews were conducted with 10 experts and expert-level school administrators. The data were analyzed using mean, standard deviation, and content analysis.

The research results revealed that: 1) the overall current states of authentic leadership, teachers' motivation, and performance were at a high level; and 2) the guidelines for developing authentic leadership consisted of four aspects: (1) self-awareness through regular reflection, (2) relational transparency through open communication, (3) balanced processing through participatory decision-making, and (4) an internalized moral perspective to serve as a good role model. These guidelines directly respond to teachers' psychological needs, generating intrinsic motivation and elevating learning management performance aligned with 21st-century skills.