Success Competency of Southeast Asia School Heads : A Case Study of the Secondary Educational Service Area Office ,Bangkok Metropolitan Region 1, Group 4

Abstract

          This research aims to: 1) Study the competency levels for successful school directors in the Southeast Asian region among teachers aspiring to become school administrators and current school administrators; 2) Compare the competency levels for successful school directors in Southeast Asia between teachers aspiring to become school administrators and current school administrators; 3) Study guidelines for developing a competency framework for successful school directors in Southeast Asia that aligns with current and future contexts.
The sample group consisted of administrators and teachers from 11 schools, selected using Krejcie and Morgan's table and cluster sampling. This included 18 administrators who had been in their positions for no more than 3 years and 116 teachers aspiring to become school administrators, totaling 134 people for questionnaire responses. 14 administrators (on a voluntary basis) participated in interviews. Data was analyzed using mean, standard deviation, and thematic analysis.
The research found that the highest competencies among teachers aspiring to become administrators were in Personal Excellence ( = 3.30, S.D. = 0.62) and Instructional Leadership
( = 3.24, S.D. = 0.67). Meanwhile, administrators who had been in their positions for no more than 3 years demonstrated higher competency levels, particularly in Personal Excellence ( = 3.53, S.D. = 0.50) and Instructional Leadership ( = 3.51, S.D. = 0.49). A comparison of competencies using T-Test revealed that administrators had a higher average competency level ( = 3.510) than teachers ( = 3.031), with statistical significance (p < 0.05). The guidelines for developing a competency framework for successful school directors in Southeast Asia that aligns with current and future contexts should cover change management competencies, technology utilization, building collaborative networks, and enhancing strategic leadership to elevate educational quality technology utilization, networking and collaboration, and strategic leadership enhancement to improve the quality of education.