The Study of Approaches to Developing Change Management of School Administrators under the Kalasin Primary Educational Service Area Office Area 3

Abstract

This research consists purposes were 1. to examine the current and desirable conditions of changemanagement among school administrators under the Kalasin Primary Educational Service Area Office 3 2. to investigate the priority needs for change management among school administrators in the same jurisdiction and 3. to explore guidelines for developing change management of school administrators under this service area. This study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The research instruments included questionnaires and semi-structured interviews. The sample consisted of 314 school administrators and teachers under the Kalasin Primary Educational Service Area Office 3. The sample size was determined using the table of Krejcie and Morgan (1970) at a 0.05 level of significance. A multi–stage sampling technique was employed. In addition, the target group for qualitative data collection comprised five key informants selected through purposive sampling, including two educational administrators and three school administrators. The data collected from the questionnaires were analyzed using descriptive statistics, including percentage, mean, standard deviation and the Priority Needs Index (PNI). The qualitative data obtained from interviews and relevant documents were analyzed using content analysis. The research findings revealed that 1) The overall current condition of change management among school administrators was at a moderate level (x̅= 3.47, S.D. = 0.93). When considered by aspects, monitoring and evaluation had the highest mean at a high level (x̅= 4.40, S.D. = 1.10), while participation had the lowest mean at a moderate level (x̅= 3.21, S.D. = 0.72). The overall desirable condition was at the highest level (x̅= 4.62, S.D. = 0.80). Communication and understanding had the highest mean (x̅= 4.65, S.D. = 0.74), followed by monitoring and evaluation (x̅= 4.62, S.D. = 0.82), while authority or power use had the lowest mean (x̅= 4.57, S.D. = 0.91) 2) The overall Priority Needs Index for change management was 0.33. Participation showed the highest need (0.45), while monitoring and evaluation showed the lowest need (0.15) and 3) The guidelines for developing change management among school administrators covered two main areas: participation development guidelines and support and facilitation development guidelines.A total of 31 development strategies were proposed. Among these, 20 were rated at the highest level of appropriateness and feasibility, while 11 were rated at a high level