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Procedia - Social and Behavioral Sciences 112 (2014) 962 – 967

Factors Affecting Charismatic Leadership of Primary

Schools Principals
Srisai Ponsombut a *, Somprach Kanokorn b, Sombatteera Sujanya c

a
Principal of Primary school , Khon Kaen Area office 3 , Khon Kaen and 40120, cMinistryl of Educationals Thailand
b
Department of Educational Administration,Faculty of Education, Khon Kaen University, Khon Kaen and 40002, Thailand
School of Liberal Arts, Mae Fah Luang University , Chiang Rai and 57100, Thailand

Abstract

The research study examined the expression of charismatic leadership and factors affecting
charismatic leadership of primary school principals. The samples were 840 primary school
principals among the Basic Education Commission selected by the multi-stage random sampling
method. The instrument used was the rating scale questionnaires for charismatic leadership and
causal factors with the reliability coefficient of 0.98. The study showed a high level of
charismatic leadership of the primary school principals. The levels of the 3 causal factors of the
primary school principals, namely motivation, creativity, self-conceptualization was also high. It
was found that charismatic leadership scores of motivation, creativity, and self-conceptualization
were 0.39, 0.28, and 0.26, at a significant difference at 0.01 level of difference. The proportion in
reliability coefficient of causal factors could explain the primary school principals’ charismatic
leadership at approximately 74%.
© 2013 The Authors. Published by Elsevier Ltd.
© 2013and
Selection Published
peer-reviewby Elsevier
under Ltd.of Cognitive-counselling, research and conference services (c-crcs).
responsibility

Keywords: Factors Affecting ,Charismatic Leadership, Primary School Principals;

* Ponsombut Srisai. Tel.: ++66-889752511

E-mail address: psb2513@windowslive.com

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.

Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).
doi:10.1016/j.sbspro.2014.01.1255
 Srisai Ponsombut et al. / Procedia - Social and Behavioral Sciences 112 (2014) 962 – 967 963

1. Introduction
In advanced education, for the 21st century young generation, vital skills acquisition is the
requirement particularly in the areas of critical thinking and problem solving, cooperation and
cross-network management, dexterity and capacity in adjustment, initiative, effective
communication, accessibility and information criticism capacity, curiosity, and broad
imagination (Wagner, 2008). Since the update globalization process has been covered with
modern technological advancements as to be created and connected between different parts for
being a unique. Economics for instance, the connection among the related networks is to be
formed by international trading. Moreover, manufacturing for export is often resulted in all
countries through developing and improving the production based on technology and services.
Thus, the update administrators may require to acknowledge the changes as well as to possess
the broad visions. They should be able to determine organizational strategies in order to attain
the organizational target (Pichet Wongkiatkajorn, 2010). The world is as the knowledge-based
society, where development of human capital necessitates are to be changed at anytime from
present to the future. Modernized leaders may need to be aware as being qualified in the industry
particularly about; respectability, capability, enthusiasm, clear vision, self-confidence and
determination, having capability to express their vision and face to challenging situations.
(Somyot Cheejang, 2009).It is, therefore, essential to determine an effective and appropriate
leadership role model to be consistent with the changes and getting along educational reform,
especially leadership of school principals. Furthermore, characteristics of educational leaders
were investigated by Saneh Juito (2009), and Pichet Wongkiatkajorn (2010), who concluded the
following leadership traits requirements are: broad vision, creativeness, good communication
skills, self-confidence, the building administrative participation, might, influence, and
respectability. Those are appropriate characters of charismatic leadership which are associated to
Thai culture and society. It is recognized to be reliable of the leader’s role model in both
charisma and respectability concurrently.

2. Research objectives

The main aim of this study is to factor affecting of Charismatic Leadership for Basic Schools
Principals. The followings are objectives of the study:
x To study the level of expression of charismatic leadership of primary school principals.
xTo study the level of factors affecting charismatic leadership of primary school principals.

3. Methodology

This quantitative research study was conducted by samples of the population of 31,323
primary school principals during the academic year 2011. The Maximum Likelihood method
(ML) was applied the sample size using 20:1 ratio of sample unit and parameter. In this research,
there were 42 parameters based on the number of 840 samples derived by the multi-stage random
sampling.
964 Srisai Ponsombut et al. / Procedia - Social and Behavioral Sciences 112 (2014) 962 – 967

3.1 Population

A study was conducted upon the population of 31,323 primary school principals during the
academic year 2011. The participants consisted of 840 principals under the Basic Education
Commission using the multi-stage sampling method.

3.2 Research instrument

The research instrument was a questionnaire using 5 point rating scale which was classified
according to the three variables of charismatic leadership, namely creativity, self-
conceptualization and motivation. The reliability level of the questionnaire was 0.98. The 840
forms of questionnaire were mailed to research participants.
3.3 Data Analysis

The data was analyzed using a software program for descriptive statistics including means,
standard deviations, skewness, kurtosis, correlation coefficient between variables observed in the
structural equation model. The structural validity was based on confirmation factor analysis and
analysis of linear influence in order to study the causal relationship of variables using the
LISREL software.
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4. Finding and Discussion

The study of expression of charismatic leadership and factors affecting charismatic leadership
of primary school principals revealed findings were shown as follows in figure 1.

V IS I ON 0 .6 1

C OM M UN I C 0 .5 5
0 .6 3
0 .6 7
S EL F CO N 0 .3 7
0 .7 9
0 .2 8 S UC C ES S C HA R IS M A
0 .2 6 0 .7 9
E MP O WE R M 0 .3 7
0 .8 0
0 .8 5 0 .3 9
0 .2 8
R EF E RE N T 0 .3 6
M OT I VA T IO N
0 .7 5 0 .1 9
0 .4 3 O RA N IC O M C RE A TI V E 0 .7 1 O RI G IN A L 0 .4 9
0 .7 5
0 .8 9 0 .8 1 0 .8 4 F LU E NC Y 0 .4 3
0 .6 3
0 .8 4
F LE X IB I L 0 .3 0
0 .2 2 C OM P EN S A S EL F CO N C

E LA B OR A T 0 .3 0
0 .7 8
0 .8 2
A SS E RT I V 0 .3 8
0 .8 2

C OM P ET E N 0 .3 3

S EL F ES T E 0 .3 2

Chi-Square=30.83, df=42, P-value=0.89836, RMSEA=0.000

Figure 1. Factor affecting of charismatic leadership on primary school principals

1. The study showed expression of charismatic leadership of primary school principals

was at a
high level. The following five observable variables were found to be high, namely: 1) referential
power, 2) vision, 3) self-confidence, 4) communication skills, and 5) empowerment. This
correlated to the definition given by House (cited in Conger and Kanungo, 1998) Bass (1985),
Bryman (1992) and Conger and Kanungo (1998) who mentioned the basic traits of charismatic
leaders including future visioning and effective interpersonal communication and the study by
Northouse (2010) , Conger (2011) found that the administration is expressed reference and
desire to influence , future visioning and effective interpersonal communication .

2. The study showed all of the 3 influential factors (direct influences 0.39, 0.28 and 0.26
by motivation,
creativity, and self-conceptualization factor in positive direction with the significantly differences
at .01. ) on
charismatic leadership of primary school principals .
966 Srisai Ponsombut et al. / Procedia - Social and Behavioral Sciences 112 (2014) 962 – 967

2.1 Creativeness – The brain process is based on divergent thinking leading to

finding of innovation. It can be dispersive thinking, with initiation, deftness, flexibility, and
elaboration, according to the saying, “The power of creative thinking based on imagination leads
the world towards the beautiful gate of success and discovery not to be achieved by any
technology.” Albert Einstein also said, “Imagination is more important than knowledge.” (Aree
Panmanee, 1997) Creativity is a special trait all humans have. It is valuable and of optimal
characteristic of learners in all educational system. If creativity is enhanced, good and prosperous
future can be expected through development planning.( Torrance 1962)
2.2 Self-conceptualization – This is self esteem which can be negative as well as
positive. It arises from experience and the surrounding, which directly affects each individual’s
behaviours and expression. Self-conceptualization is another important trait of educational
administrators. With this regards, House (cited in Conger and Kanungo, 1998) and Coopersmith
(1984) said that with charismatic leaderships, leaders will be a role model and guide.
Charismatic leadership originates from leaders’ self-confidence with high expectation towards
their people. Leaders have ideal visions when acting as a model. Their affiliates are able to
identify the leaders and their missions with high respect, confidence and love.
2.3Motivation – This includes all actions taken to stimulate implementation towards
success. Those at the operational level are encouraged to work laboriously, enthusiastically, and
devotedly, sacrificing their time, strength, mentality and intellect in their work, with
responsibility and conscience. These traits correlated to House and Aditya (1997), Kouzes and
Posner (1993), and Mayer and Salovey (1993), who gave the following charismatic leadership
traits: drive, an external motivation towards the target and motivation leadership, which is the
need to socialize in order to attain the goal.

5. Recommendations

1. The influential factors of charismatic leadership, creativity, self-conceptualization, and

motivation should be applied to set policies and planning of training program for enhancing
charismatic leadership among institutional administrators.
2. Motivation and creativity should be instilled among educational administrators so that
they will develop charismatic leadership.
3. The observable variables of charismatic leadership in referential power, creating of
power, and self-confidence building should be set as indicators when assessing charismatic
leadership of educational administrators.
 Srisai Ponsombut et al. / Procedia - Social and Behavioral Sciences 112 (2014) 962 – 967 967

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