A 21st Century Leadership Model for School Administrators in Thailand’s Three Southern Border Provinces

Abstract

        The objectives of the present research were to: 1)  study the components of 21st-century leadership; 2) design a 21st-century leadership model; 3) evaluate validity of the  21st-century leadership designed model for school administrators in Thailand’s three southern border provinces. The research procedures were as follows: 1) a preliminary study  was conducted by studying and analysing documents, concepts, theories, and related research; the information was analysed and summarised using theoretical content analysis and then synthesised into a conceptual framework for the research; 2) a draft 21st-century leadership model of school administrators in the three southern border provinces was synthesised and developed through interviews with five experts, and the data were analysed using content analysis; and 3) the quality of the model was evaluated by three specialists to confirm its accuracy, appropriateness, feasibility, and usefulness. The research instruments used in this study were an interview form for experts and an evaluation form assessing the congruence and feasibility of the model for specialists. The research findings were as follows: 1) the components of 21st-century leadership derived from the synthesis of concepts and theories consisted of eight dimensions; 2) the 21st-century leadership model of school administrators included interpersonal relations, learning and problem-solving, innovation and technology, teamwork, communication, management, creativity and vision; 3) the specialists confirmed that the 21st-century leadership model designed for school administrators in the three southern border provinces was accurate, appropriate, feasible, and useful.