A Sustainable Leadership Development Model for Private School Administrators

Abstract

This research and development study aimed to identify the components and indicators of sustainable leadership, assess current and desired conditions and development needs, construct a development model, and examine its implementation among private school administrators. Four phases were conducted. First, documents were analyzed and seven experts were interviewed. Second, 350 administrators were selected by cluster sampling from a population of 3,967. The questionnaire had an item-objective congruence index of 1.00, discrimination indices of 0.40-0.84 for current conditions and 0.40-0.79 for desired conditions, and a reliability coefficient of 0.90 for each section. Third, interviews with three administrators identified as exemplary practitioners were synthesized with findings from the first two phases to develop the model and its manual; nine experts evaluated the model. Fourth, 12 volunteer administrators participated in the trial. Means, standard deviations, a modified priority needs index, and content analysis were used.
The results revealed that:
1. Sustainable leadership comprised five components and 17 indicators: vision, depth, justice, resource availability, and diversity.
2. The overall current condition was moderate (x̄ = 3.38), whereas the desired condition was at the highest level (x̄ = 4.68). Depth had the highest priority need (PNI _modified = 0.50).
3. The model comprised six elements: principles and concepts, objectives, content, development procedures, media and learning resources, and measurement and evaluation. Five learning units corresponding to the leadership components totaled 50 hours, with more time allocated to depth and diversity in line with their priority needs.
4. The 12 participants had a higher descriptive mean after development (x̄ = 4.69) than before development (x̄ = 3.34). The trial involved volunteers and did not establish a causal effect.