A COMPETENCY DEVELOPMENT MODEL OF SCHOOL ADMINISTRATORS ACCORDING TO THE 21ST CENTURY EDUCATIONAL MANAGEMENT CONCEPT OF THE SCHOOL UNDER THE MUNICIPALITY PHANG NGA PROVINCE

Abstract

This research aims to 1) Analyze the components of 21st-century school administrator competency enhancement, 2) Create a model for 21st-century school administrator competency enhancement, and 3) Examine the model for 21st-century school administrator competency enhancement. A mixed-methods research design was used. Five key informants were school administrators and principals. The sample consisted of 90 teachers and chairpersons of basic education school boards, selected using purposive sampling based on the Krejcie-Morgan table. Nine experts and qualified individuals participated in expert-based seminars and nine participants in focus group discussions, also selected using purposive sampling. The research instruments included questionnaires, interviews, and model evaluation forms. The questionnaire had a reliability coefficient of 0.911. Statistical analysis included mean and standard deviation. The research findings revealed that 1) The eight main components of 21st-century school administrator competency enhancement were: leadership, interpersonal skills, organizational management, policy and strategy management, curriculum and instruction management, administrative management, finance and budget management, general administration, and personnel management. The overall average score for the components of 21st-century school administrator competency enhancement was 4.60. 2) The development of a model for enhancing 21st-century school administrator competencies incorporates five principles: participatory management, mission integration, competency enhancement, organizational culture promotion, and sustainability development. and 3) Seminars and focus group discussions revealed three limitations in implementing this model: 1) A shared vision and goals for competency development; 2) Consideration of its suitability to the school context; and 3) Reinforcement of learning and development to equip school administrators with the competencies to improve educational quality.