GUIDELINES FOR DEVELOPING 21ST-CENTURY SKILLS OF SCHOOL ADMINISTRATOR UNDER THE OFFICE OF KHON KAEN SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The objectives of this research were to identify the components and indicators of school administrators’ 21st-century skills, examine their current and desirable states as well as developmental needs, and develop guidelines for enhancing these skills among administrators under the Khon Kaen Secondary Educational Service Area Office. The study was conducted in three phases. Phase 1 investigated the components and indicators of the skills using a semi-structured interview with five experts, and data were analyzed through content analysis. Phase 2 examined the current and desirable states and developmental needs using a five-point Likert-scale questionnaire administered to 381 school administrators and teachers. The instrument had a reliability coefficient of 0.91 and item discrimination indices ranging from 0.31 to 0.84. Data were analyzed using mean and standard deviation. Phase 3 developed and validated the proposed development guidelines, involving six key informants and nine experts who evaluated the appropriateness and feasibility of the guidelines using interview and assessment forms.

The research results revealed the following findings: 1. School administrators’ 21st-century skills consisted of four dimensions: (1) communication, (2) analytical and creative thinking, (3) visionary, and (4) moral and ethical skills. 2. The overall current state was at a high level, while the desirable state was at the highest level. Developmental needs ranked from highest to lowest as analytical and creative thinking, visionary, communication, and moral and ethical skills. 3. The proposed guidelines comprised five elements: principles, objectives, six learning units, a 70:20:10-based development process, and measurement and evaluation, with overall appropriateness and feasibility rated at the highest level.