The Development of Leadership Trait Model for University Senior Administrators in Cambodia
The objectives of the study were 1) to study and analyze the concepts, theories and research findings about the leadership traits of administrators; 2) to develop a leadership trait model for university senior administrators in Cambodia; and 3) to confirm the leadership trait model of university senior administrators in Cambodia. It a mixed method research, which qualitative and quantitative methods were applied.
The results are as follows:
- The 261 individual leadership traits were found. Then they were combined into 77 main traits. After that the 77 main traits were classified into 11 sub-elements. Finally the 11 sub-elements were classified into 2 main elements that were briefly described as the following: The first main element called Personal Traits consisted of 5 sub-elements including. The second main element called Professional Traits consisted of 6 sub-elements.
- The results of the focus groups showed that there were some changes. The individual traits increased from 261 to 282, the sub-elements increased from 11 to 12, and the main elements increased from 2 to 3. The first main element called Personal Traits consisted of 3 sub-elements namely Physical Attributes, Social Background, and Development Attributes. The second main traits named Personality Traits consisted of 4 sub-elements such as Emotional Attributes, Ethical Attributes, Intellectual Attributes, and Behavior Attributes. The last main element called Professional Traits consisted of 5 sub-elements namely Interpersonal Attributes, Achievement-Orientation Attributes, Competency Attributes, Management and Leadership Attributes, and Soft-Skill Attributes.
- The results of Confirmatory Factor Analysis showed that the factor loading of all 12 sub-elements was positive, which was between 0.17 to 0.37, and there was statistically significant difference at .01. This research results also demonstrated that the developed leadership trait model of university senior administrators in Cambodia was appropriately consistent with the real situations and the real practices of educational administrators.
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