Bridging Competency Gaps: A Mixed-Methods Study on the Development Needs of Primary School Administrators in the Bangkok Metropolitan Area
Keywords:
educational leadership; professional development; digital transformation; inclusive education; ThailandAbstract
This research examines the competency development requirements of primary school administrators in the Bangkok Metropolitan Area through a mixed-methods methodology. The study's quantitative phase surveyed 265 administrators using questionnaires. The qualitative phase involved gathering in-depth insights from 15 administrators through comprehensive interviews and three focus groups, each with 5 participants. Results reveal significant deficiencies in leadership, digital transformation, research-based decision-making, and inclusive education. Administrators recognized the most pressing developmental requirements in sub competencies, including digital curriculum design, operational research, and inclusive learning management. Significantly, less experienced administrators indicated more substantial disparities, underscoring the necessity for tailored professional development. Qualitative data identified systemic issues, such as inadequate digital confidence, ambiguous evaluation models, insufficient mentoring frameworks, and a deficiency in training for inclusive practices. Based on these findings, the research advocates specialized, modular training initiatives, mentorship frameworks, and evidence-based planning methodologies consistent with the principles of the Office of the Basic Education Commission (OBEC). These findings provide pragmatic advice for policymakers and educational leaders seeking to establish adaptable, equity-centred leadership within Thailand's swiftly changing educational environment. Constraints and recommendations for the forthcoming study encompass broadening geographic coverage, integrating stakeholder viewpoints, and employing objective performance evaluations.
https://doi.org/10.26803/ijlter.24.9.36
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