Competency Development Model for Enhancing School Administrators’ Innovation Leadership in Buriram Province
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Abstract
Background and Aim: Driven by 21st-century educational reforms, this study aimed to develop and evaluate a competency development model for school administrators in Buriram Province, Thailand, to enhance their innovation leadership and transform schools into innovative educational organizations.
Materials and Methods: This mixed-methods research was conducted through four sequential phases: Phase 1 (Needs Assessment): Assessing current and desired competency levels among 162 school administrators to identify critical performance gaps; Phase 2 (Model Development and Validation): Synthesizing qualitative insights from 9 key informants to draft the initial model, which was subsequently validated for appropriateness, feasibility, and utility by a panel of experts; Phase 3 (Model Implementation): Evaluating the effectiveness of the model through a pre- and post-implementation experiment with a targeted group of 40 school administrators; and Phase 4 (Model Evaluation): Assessing participant satisfaction and overall impact regarding the model’s practical application. Quantitative data were gathered from 162 school administrators (with 40 participating in the implementation phase), while qualitative insights were collected from 9 key informants. Data were analyzed using mean, standard deviation, Modified Priority Needs Index (PNIModified), paired-samples t-test, and content analysis.
Results: The findings showed: (1) Administrators’ competency was moderate (M=3.35) but lower than the desired level (M=4.42). This gap indicates a need to improve innovation leadership. The most urgent needs were: searching for and synthesizing innovations for management (PNIModified=0.53), using tools and technology for innovative organizations (PNIModified=0.45), and developing management innovations (PNIModified=0.38). (2) The systematic model used competency-based and knowledge management approaches. It had five parts: principles, objectives, development guidelines, measurement and evaluation, and success factors. The model received high ratings for appropriateness (M=4.68), feasibility (M=4.56), and utility (M=4.76). (3) Administrators’ competency scores rose from moderate (M=2.82) to the highest level (M=4.68) after implementing the model (t=28.95, p<.05). (4) Satisfaction was highest (M=4.78), especially for utility (M=4.82). The model led to clear, measurable improvements in innovation leadership and educational quality. It provides a strong framework for sustainable improvement.
Conclusion: The competency development model (driven by the “PIE–CD Model” and “IDMS Cycle”) effectively closes critical competency gaps and significantly enhances innovation leadership. It offers a promising framework that may be adapted and tested in similar educational contexts to transform schools into sustainable innovative educational organizations.
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