Abstract

This study addresses the critical gap in educational administration research by developing an integrated, knowledge-based competency development model for future educational administrators. Despite the growing emphasis on competency-based leadership, existing studies remain fragmented and lack systematic integration between knowledge synthesis, competency identification, and development processes. This study aimed to (1) synthesize knowledge on the competencies of future educational administrators, (2) develop a comprehensive competency development model, (3) validate the model, and (4) propose policy recommendations for educational administration in changing contexts. A mixed-methods research design was employed in three phases. Phase 1 involved systematic knowledge synthesis from relevant theories and empirical studies. Phase 2 focused on model development through in-depth interviews with 35 experts and validation via a focus group of nine specialists. Phase 3 evaluated the model’s appropriateness and feasibility using data from 328 educational administrators.

The findings revealed seven core competency dimensions: visionary and digital leadership, adaptability and change management, networking and collaboration, strategic leadership for learner achievement, self and team development, communication and socio-cultural competence, and ethics and professional integrity. The proposed model consists of six integrated components: principles, objectives, content and strategies, implementation processes, evaluation methods, and success conditions, forming a systematic and continuous competency development framework. The evaluation results indicated a high level of appropriateness and feasibility across all components. This study contributes to the field by proposing a novel integrated model that links knowledge synthesis with competency development processes, providing both theoretical advancement and practical guidance for preparing future educational administrators in dynamic and complex educational environments.

This work is licensed under a Creative Commons Attribution 4.0 License.