The Influence of Thai School Heads’ Leadership Style on Filipino Teachers’ Experience in Chonburi, Thailand

Abstract

This study explored how Thai school heads’ leadership styles affect Filipino teachers in Chonburi, Thailand, focusing on job satisfaction, motivation, performance, and emotional well-being. Data from 30 teachers across various schools were collected through a survey. Analyses included descriptive statistics, t-tests, ANOVA, Pearson correlation, and regression analysis. Findings revealed that Filipino teachers in Chonburi are predominantly early- to mid-career educators, equally distributed by gender, with most working in kindergarten and primary schools, and primarily employed in public institutions. Results showed that Thai school heads demonstrate high levels of transformational and transactional leadership, while exhibiting minimal laissez-faire practices. Transformational leadership, particularly idealized influence and inspirational motivation was perceived most strongly by teachers. Leadership styles were found to influence teacher outcomes positively. Filipino teachers reported high levels of job satisfaction, motivation, and performance under supportive leadership, as well as improved emotional well-being, primarily when leaders provided encouragement and constructive feedback. Statistical analyses indicated significant relationships between leadership styles and all four teacher outcome variables. Meanwhile, no significant differences were found among teachers grouped by demographic profiles, supporting the study’s null hypothesis. The study concludes that influential leadership, particularly transformational leadership, plays a vital role in enhancing Filipino teachers' overall professional experience in Thai schools. It recommends leadership development programs that focus on vision-building, emotional support, professional growth, and instructional guidance to further enhance multicultural school environments. The findings may guide school administrators, policymakers, and future researchers in strengthening leadership practices and promoting teacher well-being in diverse educational settings.