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Leadership soft skills are very beneficial for administering organization effectively and efficiently. The aim of this study is to measure the development of leadership soft skills among educational administrators using the guidelines. The school administrators need to complement hard and soft skills while working with organizational staff and community. A total of 477 school administrators and teachers are involved in this study. In addition, there are 15 school administrators and teachers who have participated in a focus group discussion. This study utilized mixed mode method, comprised of quantitative and qualitative design. Quantitative method using questionnaire and qualitative method using interview protocol to obtain data. The statistical data analysis that employed in this study including percentage, mean value, and standard deviation meanwhile content analysis is used to analyse qualitative data. The results of this study indicated that the level of leadership soft skills among educational administrators is high. This finding is further supported by qualitative findings revealed that educational administrators have to improve their communication skills, using technology to monitor and evaluate teachers' teaching strategies, promote team work spirit and healthy interpersonal relationship. In conclusion, educational administrators' leadership soft skills should be highly adapted in their administration in order to ensure the positive change of the teachers' attitudes and behaviours.

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Currently, most of the administrators are facing problems of applying suitable leadership style in their administration, reported by the Educational Work Unit. Therefore, applying suitable leadership may assist administrators to solve the confusion due to the overlapping of work occurred in work practice, administration, and ordering or commanding among the top level of management team work unit. The Path-Goal Theory was used as the main theory to support this study. The objectives of this study were to investigate the leadership styles of school administrators that affecting teacher effectiveness. This study employed quantitative method survey design using questionnaire as an instrument. Simple random sampling technique was utilized in this study. A total of 254 administrators and teachers from schools under the Office of Kalasin Primary Educational Service Area 1 were involved as respondents. Data was analyzed using frequency, percentage, mean value, standard deviation, correlation Pearson product moment, and multiple regression Stepwise method. Findings showed that there are two types of leadership styles of school administrators, namely supportive leadership and participative leadership styles which have significantly affecting teacher effectiveness. In addition, both leadership styles have been jointly predicted teacher effectiveness at 56.80 percent at the significance level as 0.01. In conclusion, in order to increase teachers' working effectiveness, administrators should promote, practice, and improve these two leadership styles, namely supportive leadership and participative leadership styles regularly.

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