GUIDELINES FOR DEVELOPING COMPETENCIES OF EDUCATIONAL INNOVATORS OF SCHOOL ADMINISTRATORS UNDER KALASIN PROVINCIAL OFFICE OF PRIMARY EDUCATION AREA 3

Abstract

This research article aimed: 1. To study the current and desirable states of guidelines for developing educational innovator competencies among school administrators under the Kalasin Primary Educational Service Area Office 3, 2. To develop guidelines for enhancing such competencies, and 3. To evaluate the developed guidelines. A mixed methods research design was employed, divided into two phases. Phase 1 examined the current and desirable states using a purposive samples of 157 school directors. Data were collected using a 5-level rating scale questionnaire with a reliability coefficient of 0.98, and analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified). Phase 2 developed the guidelines through a Multi-Attribute Consensus Reaching (MACR) process involving 12 key informants, comprising 1 former Director of the Educational Service Area Office, 2 educational supervisors, and 9 school directors. The results revealed that the current state of educational innovator competencies among school administrators was overall at a high level (= 3.74), while the desirable state was overall at the highest level (= 4.54). The overall Modified Priority Needs Index (PNI_modified) ranged from 0.190–0.230, with priority areas ranked in order as follows: observing, initiating, networking, experimenting, and questioning. The developed guidelines consisted of 5 domains and 37 sub-issues, all of which achieved consensus through the Multi-Attribute Consensus Reaching process. When evaluated for appropriateness, feasibility, and usefulness, the guidelines were rated overall at the highest level (= 4.97). These findings indicated that the developed guidelines were appropriate, consistent with real-world contexts, and can be practically applied within the operational context of primary schools.