The Behavioral Leadership of School Administrators that Affects the Motivation in the Performance of Teachers under the Office of Saraburi Primary Educational Service Area 2

Background and Aims: The changes in the era of Digital Disruption impact society, the economy, the environment, and education. Educational administrators must adjust their mindset to ensure the quality of education management. The use of technology requires knowledge and discernment, along with the ability to cope with obstacles. Developing an appropriate strategy will help ensure the success of educational management. The purpose of this research is to study: 1. The behavioral leadership of School Administrators. The motivation for the performance of teachers 3. The relationship between the behavioral leadership of school administrators and the motivation in the performance of teachers 4. The Behavioral Leadership of School Administrators affects the motivation in the performance of teachers Methodology: The research sample consists of teachers in the academic year 2024. The sample size was 405 people. A multi-stage random sampling method was used, and simple random sampling by lottery technique. The research tool was a 5-point Likert scale questionnaire. Data analysis was performed using a computer software program. The statistics used for data analysis included frequency, percentage, mean, standard deviation, Pearson Product-moment Correlation Coefficient for examining relationships between variables, and Multiple Regression Analysis for predicting variables. Significant variables were then used to create a prediction equation using the Stepwise method. Results: The research findings indicate that: (1) The behavioral leadership of school administrators is at a high level. (3) The motivation for teachers’ work is also at a high level. (3) There is a strong positive correlation between the behavioral leadership of school administrators and the motivation of teachers, with a correlation coefficient of r = .967, which is statistically significant at the .01 level. (4) The variables influencing teachers’ motivation include relationship-oriented leadership behaviors, middle-path approaches, teamwork, a supportive atmosphere, and result-oriented practices. Together, these account for 97.66% of teachers’ motivation, with a multiple correlation coefficient of .977 The predictive equation in the form of raw scores is as follows: Forecasting equations in raw scores Y = .093+.474X5+.440X1+.060X2+.059X3-.056 X4 Forecasting equations in standard form ZY = .529X5+.448X1+.071X2+.074X3-.062 X4 Conclusion: The study findings indicate a significant positive relationship between the behavioral leadership of school administrators and teachers' work motivation, with a very high correlation. Furthermore, both the behavioral leadership of school administrators and teachers' work motivation are identified as important predictors, collectively accounting for 97.66% of teachers' work motivation.