A MODEL FOR DEVELOPING COMPETENCY OF DEPUTY DIRECTORS IN THE NEW NORMAL ERA UNDER THE OFFICE OF PRIMARY EDUCATIONAL SERVICE AREA OFFICE IN THE NORTHEAST

Abstract

The purpose of this research was to study the components, necessary needs, and the creation, development, and effectiveness of a model for developing the competency of deputy directors in the new normal era under the Office of Primary Educational Service Area in the Northeast that using the research and development for this method. The sample group in the experiment were thirty the deputy directors of the school Under the Bueng Kan Primary Educational Service Area Office. The research was conducted in three phases: Phase 1: Studied the competency components by researching model schools, interviewing deputy directors, and performing a survey to analyze development needs. Phase 2: Created and developed the model and examined its appropriateness. Phase 3: Try out of the Model. The results were 1) The component’s competency of the Deputy Director of the Primary School in the new normal era. There are three main components and 14 sub-components which were 1.1) Core competencies combined of teamwork, achievement orientation, and good service; 1.2) Functional competencies combined of vision, systems thinking, proactive management, personnel development, communication, and motivation; and 1.3) Personal competencies combined of knowledge and awareness, adaptability, quick decision-making, interpersonal skills, coordination, digital literacy, and ethical behavior.
2) The Need to develop the Competency of the Deputy Director of the Primary School in the new normal era that is arranged from the highest to the lowest (PNIModified): 2.1) Personal competencies, 2.2) Core competencies, and 2.3) Functional competencies, 3) Creation and Competency Model Development of Deputy Director of the Primary School in the new normal era will find Model components consisted of 3.1) Principles; 3.2) Objectives; 3.3) Model content; 3.4) Development processes; and 3.5) Evaluation guidelines. The overall and individual elements of the model are considered the highest, and 4) The study effectiveness Competency Model Development of Deputy Director of the Primary School in the new normal era finds that competency is continuous development with an average overall progress rate of 83.33%