Current and Desired Conditions, Priority Needs, and Guidelines for Educational Administration amid Global Geopolitical Change in Education Hub Schools under the Secondary Educational Service Area Office Bangkok 1
คำสำคัญ:
Educational Administration, Global Geopolitical Change, Education Hub Schoolsบทคัดย่อ
This research aimed to 1) examine the current and desired conditions of school administrators’ ability to cope effectively with educational administration amid global geopolitical change in Education Hub schools under the Secondary Educational Service Area Office Bangkok 1; 2) identify the priority needs of such ability; and 3) propose guidelines for educational administration in response to global geopolitical change. An explanatory mixed-methods design was employed, integrating quantitative and qualitative findings at the interpretation stage. The quantitative sample comprised 216 teachers from three Education Hub schools, selected through stratified random sampling with proportional allocation. Data were collected using a dual-response questionnaire and analyzed using frequency, percentage, mean, standard deviation, mean difference, and the Modified Priority Needs Index (PNImodified). The qualitative component involved three school administrators as key informants, with semi-structured interview data thematically analyzed to explain quantitative findings and develop practical, context-sensitive guidelines. The findings showed that the overall current and desired conditions were at high levels (M = 3.908, S.D. = 0.806; M = 4.312, S.D. = 0.760, respectively), with an overall PNImodified of 0.104. The Educational Process dimension had the highest current and desired conditions (M = 3.930, S.D. = 0.790; M = 4.331, S.D. = 0.744, respectively), while Management Functions had the highest priority need (PNImodified = 0.109). The qualitative findings confirmed the quantitative results, indicating that geopolitical changes pressured school policy and learner competencies. Schools responded through planning, curriculum adjustment, technology, partnerships, resource mobilization, and authentic assessment, but these practices were not yet fully institutionalized. Integrating the findings led to five interconnected guidelines: institutionalizing geopolitical environmental scanning and contingency planning; strengthening transformational and distributed leadership; formalizing and diversifying strategic partnerships through MOUs; investing in digital infrastructure and personnel development as strategic priorities; and continuously aligning curriculum, instruction, and assessment with globally relevant competencies.
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