Strategies for Developing Future Leadership Skills of School Administrators under the Secondary Educational Service Area Office, Bangkok
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Abstract
This research article consisted of the following objectives: 1) to analyze the components of future leadership skills; 2) to develop strategies for enhancing future leadership skills; and 3) to evaluate the strategies for developing future leadership skills of school administrators under the Secondary Educational Service Area Office, Bangkok. The study employed a multi-phase mixed-methods design. The participants included nine experts for in-depth interviews and 400 teachers selected through two-stage random sampling. In phase 1, stratified sampling was conducted using educational clusters as strata, and in the second stage, simple random sampling was applied to select representatives from each cluster to respond to the questionnaire in Phase 1. In Phase 2, nine experts participated in focus group discussions. In Phase 3, seven experts were involved in evaluating the strategies. The research instruments included a semi-structured interview form, a future leadership skills questionnaire (reliability coefficient = 0.996), a SWOT analysis table, a TOWS matrix table, and a strategy quality assessment form covering four dimensions, rated on a five-point Likert scale. Data were analyzed using descriptive statistics, exploratory factor analysis, and content analysis.
The research findings revealed that: 1) the components of future leadership skills of school administrators comprised five dimensions, namely human relations and inspiration, vision and diversity management, analytical thinking and problem-solving, technology and innovation, and morality and good governance, with a total of 46 variables; 2) the strategies for developing future leadership skills of school administrators consisted of six major strategies, 18 sub-strategies, and 36 practical guidelines; and 3) the quality evaluation of the strategies indicated that the levels of opinions on utility and accuracy were rated highest, with mean scores of 4.96 (S.D. = 0.19) for utility and 4.96 (S.D. = 0.20) for accuracy, followed by propriety ( = 4.95, S.D. = 0.21) and feasibility (
= 4.94, S.D. = 0.26).
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