A Study of Factor and Indicators of School Administrators’ Competency in the BANI World Era Under the Secondary Educational Service Area Office Bangkok 2

Abstract

This mixed-method research aimed to (1) analyze the factors and indicators of school administrators' competencies in the BANI World era, and (2) propose guidelines for applying those identified factors and indicators. The study was conducted under The Secondary Educational Service Area Office Bangkok 2. The research consisted of two phases. The 1^st phase was quantitative research involved school administrators and teachers from 52 affiliated schools, with a population of 5,785 teachers. The sample consisted of 361 school administrators and teachers, and the research instrument was a five-point Likert scale questionnaire. Data were analyzed using Confirmatory Factor Analysis (CFA). The 2^nd phase was qualitative research involved five purposively selected participants, including education administrators, school administrators, and educational supervisors. The research instruments included structured interviews and content analysis. The findings revealed that: (1) The factors of school administrators’ competencies in the BANI World consisted of ten key factors: 1) Sustainability, 2) Adaptability, 3) System Thinking, 4) Creativity and Innovation, 5) Emotional Intelligence, 6) Ability to Learn, 7) Decision-making under Uncertainty, 8) Cooperation and Communication, 9) Strategic Thinking, and 10) Adaptation to Digital Technologies, comprising a total of 43 indicators.(2) The model measuring school administrators’ competencies showed a good fit: χ² = 585.03, df = 634, p-value = 0.918, RMSEA = 0.000. (3) The study also proposed recommendations for implementing the competency factors and indicators of school administrators in the BANI era, emphasizing the core competencies that should be prioritized for development. This process includes self-analysis by school administrators or organizational analysis, followed by competency development activities through targeted training and seminars focused on specific competencies. Additionally, professional learning communities (PLC) are established to promote continuous learning, along with regular reflection, monitoring, and evaluation. Schools that effectively apply these competencies can foster a strong and resilient organizational culture.