Abstract

The objectives of this research were to create and evaluate a sustainability mindset development model for secondary school administrators in Thailand. The research methodology was mixed-methods research using a multi-phase design, divided into three phases. Phase I involved document analysis, expert interviews, and content analysis. Phase II checked the congruence of sustainability mindset indicators with empirical data. The sample included 400 secondary school administrators and teachers. A questionnaire with a reliability score of 0.915 was utilized. Exploratory factor analysis was performed on a sample of 400 participants, while confirmatory factor analysis was conducted on a sample of 800 participants. Phase III involved creating and evaluating the sustainability mindset development model. A draft model was validated using the connoisseurship technique by 9 experts and evaluated by 11 experts. The findings revealed that 1) the sustainability mindset of secondary school administrators in Thailand consist of 16 indicators, categorized into four factors: ecological worldview (4 indicators), systems perspective (6 indicators), spiritual intelligence (3 indicators), and emotional intelligence (3 indicators); 2) the confirmatory factor analysis indicated that the developed model and its indicators were consistent with empirical data, with χ² = 83.52, df = 65, P-value = 0.0606, CFI = 0.999, TLI = 0.997, RMSEA = 0.027, and SRMR = 0.007, when considering the component weight values, it was found that the component with the highest standardized score was ecological worldview, emotional intelligence, and systems perspective, respectively; and 3) a sustainability mindset development model consists of the model’s name, objectives, principles, concepts, key components, success goals, development methods, and driving mechanisms, and its evaluation in terms of propriety, feasibility, and utility was rated at the highest level.

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