A Study of Competency Development Guidelines for School Administrators in a Disruptive World under the Office of Kalasin Primary Educational Service Area 3

Abstract

Background and Aims: This study aims to: 1) Examine the competencies of school administrators in a volatile world under the jurisdiction of the Kalasin Primary Educational Service Area Office 3. 2) Compare the competencies of school administrators in a volatile world under the Kalasin Primary Educational Service Area Office 3, classified by years of experience and school size and 3) Explore strategies for developing the competencies of school administrators in a volatile world under the Kalasin Primary Educational Service Area Office 3.

Methodology: The research employed a mixed-methods approach and was conducted in two phases. Phase 1 focused on surveying and comparing administrator competencies. The researchers targeted a population of 198 school administrators and used a five-point Likert scale questionnaire. The questionnaire demonstrated high reliability, with item discrimination values ranging from 0.87 to 0.99 and a reliability coefficient of 0.95. Data analysis included mean, percentage, and standard deviation. Phase 2 involved a qualitative, in-depth study of guidelines for competency development. The researchers selected participants through purposive sampling and analyzed the data using content analysis. Findings were presented in descriptive analytical form.

Results: The study found that: 1) Administrators overall showed the highest level of competency. Ranked by category, competencies were highest in personnel potential development, followed by visionary leadership, communication and motivation, and analysis and synthesis. 2) Administrators with 5–10 years of experience demonstrated the highest competency levels, followed by those with fewer than 5 years, and then those with over 10 years of experience. 3) Competency levels also varied by school size. Administrators from large schools showed the highest levels, followed by medium and small-sized schools. 4) The study identified key guidelines for competency development in a disruptive world: 4.1) Preventive and Problem-Solving Strategies: 1) Set goals based on social context and organizational needs. 2) Apply knowledge and experience to decision-making. 3) Strengthen collaboration and networking. 4) Use educational data to increase administrative efficiency. 4.2) Interpreting Root Causes and Implications: 1) Align strategies with global educational trends. 2) Foster a future-oriented mindset to adapt to change. 4.3) Setting Clear Vision and Direction: 1) Define measurable outcomes aligned with institutional goals. 2) Plan and execute strategic steps toward achieving the vision.

Conclusion: The study highlights that school administrators under the Office of Kalasin Primary Educational Service Area 3 possess strong competencies to navigate a disruptive world. Experience and school size influence competency levels. To sustain and enhance these capabilities, the study proposes actionable guidelines focusing on strategic planning, adaptability, and data-driven decision-making. These insights can guide future professional development initiatives in the educational sector.