Guidelines for Development Academic Leadership in the 21st Century of School Administrators Under Khon Kaen Primary Educational Service Area Office 3

Abstract

The objectives of this research were to 1) study the current state, the desired state, and the priority needs 21st-century academic leadership among school administrators under Khon Kaen Primary Educational Service Area Office 3 and 2) study guidelines for developing 21st-century academic leadership among school administrators under the jurisdiction of the Khon Kaen Primary Educational Service Area Office 3. This research employs a mixed-methods approach. The sample group comprises 140 school administrators and 157 teachers, totaling 297 participants. The sample size was determined using Krejcie and Morgan’s table and selected through stratified and simple random sampling. The research instruments include a five-point rating scale questionnaire with a validity ranging from 0.80 to 1.00, discrimination power ranging from 0.4 to 0.72, and reliability of 0.846, as well as a semi-structured interview and an evaluation form for appropriateness and feasibility. The statistical methods used for data analysis include percentage, mean, standard deviation, the Priority Needs Index Modified (PNI_modified), and content analysis. The results showed as follows: 1. The current state, the desired state, and the priority needs 21st-century academic leadership among school administrators under Khon Kaen Primary Educational Service Area Office 3. The current state of academic leadership, overall, was at a high level (x̄ = 3.60), and the aspect, all aspects were at a high level. The highest mean score was for vision, mission, and goals (x̄ = 3.65), while the lowest mean score was for teacher and personnel development (x̄ = 3.54). The desired state of academic leadership in the 21st century for school administrators was at the highest level overall (x̄ = 4.87), and the aspects were at the highest level. The highest mean score was for teacher and personnel development (x̄ = 4.91), while the lowest mean score was for vision, mission, and goals (= 4.84). The priority needs of academic leadership in the 21st century of school administrators had an overall PNI_modified value of 0.356. The top three prioritized needs were 1) Teacher and personnel development (PNI _Modified = 0.387), 2) Promoting an academic atmosphere (PNI _Modified = 0.366), and Supervision of teaching and learning management (PNI _Modified = 0.365). 2. Guidelines for developing academic leadership in the 21st century of school administrators under Khon Kaen primary educational Service Area Office 3, consist of 5 aspects: 1) Teacher and personnel development had 3 guidelines. 2) Promoting  an academic atmosphere had 3 guidelines. 3) Supervision of teaching and learning management had 3 guidelines. 4) Curriculum and instructional management had 3 guidelines and 5) Vision, mission, and goals had 3 guidelines. The total was 15 guidelines. The appropriateness was at the highest level, an average of (x̄ =4.96) and the feasibility was at the highest level, an average of (x̄ =4.82).