Developing the 21st Century Leadership Model Based on Good Governance Principles for Administrators of Schools under the Primary Educational Service Area Office in Inspection Region 12

Abstract

The purposes of this research were to: 1) examine the current conditions, desired conditions, and priority needs for a 21st-century, 2) develop a 21st-century leadership model for these school administrators, and 3) evaluate the effectiveness of the developed leadership model based on good governance principles. The study employed a mixed-methods approach, utilizing questionnaires, semi-structured interviews, model evaluation forms, and satisfaction assessment forms. The sample group consisted of 15 school administrators and 337 teachers, totaling 352 participants. Qualitative data were collected through semi-structured interviews and focus group discussions. Statistical analysis included frequency, percentage, mean, standard deviation, and need assessment index analysis.
The results revealed that:
1. The assessment of the current conditions, desired conditions, and priority needs assessment for the 21st-century leadership model based on good governance principles among school administrators under the Primary Educational Service Area Office in Inspection Region 12 revealed that the current state was at a high level, while the desired state was rated at the highest level. The most critical needs, ranked in order of importance, included (1) consensus building and motivation, (2) technology and communication, (3) collaboration and teamwork skills, (4) visionary leadership, (5) courage in problem-solving, and (6) creativity and innovation.
2. The development of the 21st-century leadership model consists of several key components: (1) the model’s name, (2) its objectives, (3) the principles and conceptual framework, and (4) the content, which includes principles and concepts, objectives, methods and activities, integration with good governance principles, and expected outcomes.
3. The evaluation of the 21st-century leadership model based on good governance principles for school administrators found that it was highly Propriety, feasibility, and Utility, with all aspects mean rated at the highest level.