Abstract

This study developed and evaluated an educational leadership development model for school administrators in Thailand in the age of disruption. A research and development (R&D) design was implemented in four phases: (1) analysis of current conditions and leadership components, (2) model construction, (3) trial implementation, and (4) model evaluation. The sample consisted of 480 administrators, teachers, and educational personnel selected through stratified random sampling with proportional allocation. The research instruments included a five-point Likert-scale questionnaire, a semi-structured interview protocol, expert evaluation forms, a pre- and post-implementation assessment, and a satisfaction questionnaire. Content validity was examined using the Item-Objective Congruence (IOC) index, and the overall reliability coefficient was high (Cronbach’s alpha = .987). Exploratory Factor Analysis (EFA) supported the factorability of the data. For leadership components, KMO was .953, and Bartlett’s Test of Sphericity was significant (chi-square = 18,920.62, p < .001), yielding five components that explained 71.840% of the cumulative variance. For leadership development approaches, KMO was .946, and Bartlett’s Test was significant (chi-square = 23,797.224, p < .001), yielding four components that explained 79.715% of the cumulative variance. Trial implementation showed improvement from M = 3.05 (SD = 0.63) before implementation to M = 4.40 (SD = 0.52) after implementation, with an overall performance increase from 55.56% to 100%. Satisfaction with the model was high (M = 4.19, SD = 0.64). The final evaluation indicated the highest levels of appropriateness (M = 4.60), feasibility (M = 4.66), and utility (M = 4.64). The findings suggest that the model offers a coherent and practical framework for strengthening school administrators’ leadership competencies in disruption-era educational contexts characterized by VUCA and BANI conditions.

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