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This study aims to develop a 21st century executive performance indicator and to examine the consistency of the 21st-century executive performance indicator model of high school developed with empirical data. There are two stages in the process of research: Step 1 Modeling of the theoretical indicators of 21st century management performance by documentary synthesis, gathering draft models of the theoretical indicators structure and in-depth interview 9 experts were used to formulate a theoretical model. The instrument were the interview questionnaire titled the 21st century executive performance indicators of secondary school principals; analyzing data by applying interview results to do data organizing, data displaying and interpretation, and conclusion, and then summarize it into a theoretical indicator structure model, and Step 2 Checking the consistency of the 21st century executive performance indicator model. 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 elements obtained from Step 1 to create a 5 – rating scale questionnaire and reliability value was .996 and data analysis using Computer Software.
The study findings were as follows: The competencies of secondary school principals in 21st century consisted of 6 core competencies and 23 functional competencies such as:1)Modern management core competency which has 3 functional competencies; Strategic change management, Empowerment of assigning decision responsibility and Using resources efficiency, 2) Team work core competency which has 5 functional competencies; Participative management, Cooperation, Accompany with assigning strategic and goal setting, Creating mutual trust and Communication, 3) Individual and organization development core competency which has 3 functional competencies; Emotional management, Self and personnel understanding and Ethics and virtue, 4) Innovation for development core competency which has 4 functional competencies; Creating innovation management, Using technology for management, Making organization of learning and Knowledge management, 5) Thinking development core competency which has 4 functional competencies; Creative thinking, Critical thinking, Analytical thinking and Systems thinking, 6) Academic leadership core competency which has 4 functional competencies; Curriculum development, Learning process development, Supervision in school and Student development and when the model is consistent. The chi-square test was 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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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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