Abstract

This study aims to develop the competency indicators of secondary school principals in the 21^st century and to examine the consistency of competency indicators structure model of secondary school principals in 21^st century with empirical data. There are two stages in the process of research. Step 1 is conducting theoretical structure model of secondary school principals in the 21^st century by documentary synthesis, gathering draft models of the theoretical indicators structure and the in-depth interview with nine experts were used to formulate a theoretical model. The instrument was the interview questionnaire titled, “the competency indicators of secondary school principals in 21^st century”. Data is analyzed by applying interview results for data organizing, data displaying and interpretation, conclusion, and the summary of theoretical indicator structure model. Step 2 is the checking the consistency of structure model of competency indicators of the secondary school principals in 21^st century. The population were 933 secondary school principals under the Office of Secondary Educational Service Area 19 – 33 in academic year 2017, and 500 of them were the samples selecting by Two-Stage Random Sampling. The instrument were created by using indicators and components obtained from Step 1 to create the 5 – rating scale questionnaire. Reliability value was .996 and data analysis use Computer Software.

The study findings were as follows: The competencies of secondary school principals in 21^st century consisted of 6 core competencies and 23 sub-components including: 1) Modern management core components consists of 3 sub-components; Strategic change management, Empowerment of assigning decision responsibility, and Using resources efficiency, 2) Team work core components consists of 5 sub-components; Participative management, Cooperation, Accompany with assigning strategic and goal setting, Creating mutual trust and Communication, 3) Individual and personnel development core components consists of 3 sub- components; Emotional management, Self and personnel understanding, and Ethics and virtue, 4) Administrative Innovation for development core components consists of 4 sub- components; Creating innovation management, Using technology for management, Making organization of learning, and Knowledge management, 5) Thinking development core components consists of 4 sub-components; Creative thinking, Critical thinking, Analytical thinking and Systems thinking, 6) Academic leadership core competency consists of 4 sub-components; School Curriculum development, Learning process development, Supervision in school ,and Student development and then the adjusted model is good consistent with empirical data, considering from the chi-square test which is statistically significant at 176.06, with no statistical significance, df = 153. Chi-Square is 0.15 GFI, 0.97 AGFI is 0.95 CFI = 1.00 SRMR is 0.02, RMSEA is 0.02, and CN is 552.38. It shows that the Equation of Equation Consistent with empirical data.

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