A A Model for Proactive Leadership Development of School Administrators in Small Schools under the Office of the Basic Education Commission

Abstract

          This research aimed to 1) study the components of proactive leadership among small school administrators under the Office of the Basic Education Commission. 2) develop a proactive leadership development model for small school administrators under the Office of the Basic Education Commission.and 3) evaluate the developed proactive leadership development model. This study employed a mixed-methods research design. The population consisted of 102,936 administrators and teachers in small schools under OBEC, with a sample group of 384 participants. The research instruments included a questionnaire, a semi-structured interview form, and an evaluation form assessing suitability, feasibility, and utility. The data were analyzed using percentage, mean, standard deviation, and descriptive analysis.

  The research findings were as follows

1. The components of proactive leadership among small school administrators under OBEC consisted of five main aspects: 1) creativity and initiative, 2) goal setting, 3) self-awareness, 4) independent determination, and 5) critical judgment. These behaviors are essential for challenging resource limitations and addressing the specific contexts of small schools.


2. The developed proactive leadership development model comprised seven crucial components: principles, objectives, content, development process, implementation guidelines, conditions for success, and measurement and evaluation. The development process emphasized experiential learning, with a proportion of 60% practical application and 40% theory, coupled with the use of a model manual designed to focus on practical implementation without creating redundant documentation burdens.


3. The evaluation results of the model's quality by experts revealed that the overall suitability, feasibility, and utility were at the highest level (= 4.66, S.D.= 0.47), with the utility aspect yielding the highest mean. Furthermore, the evaluation of the model manual indicated an overall quality at the highest level (= 4.77, S.D.= 0.37). Specifically, the dimensions of clarity and ease of understanding of the language achieved the highest possible rating ( = 5.00). These findings reflect that the developed model and manual hold practical significance and are fully prepared to be implemented to tangibly elevate the quality of educational management in small schools.