A Model of Academic Leadership Development In 21st Century for Small–size School Administrators under the Primary Educational Service Area Office Lower Northeastern Region 1

Abstract

The objectives of this research were: 1) to study the level of academic leadership qualities in the 21^st century for small-size school administrators, 2) to develop a model for enhancing academic leadership qualities in the 21^st century for small-size school administrators, and 3) to assess the feasibility and benefits of the model. The research was conducted in three phases: Phase 1 involved studying the level of academic leadership qualities in the 21^st century. This phase comprised two steps: Step 1 involved studying the factors of academic leadership qualities in the 21^st century by constructing and validating the factors with the input of five experts. Step 2 involved studying the level of academic leadership qualities in the 21^st century among a sample of 320 individuals using a multi-stage sampling method and a questionnaire with a reliability coefficient of 0.98. Phase 2 focused on developing a model for enhancing academic leadership qualities in the 21^st century. This phase used the results of the previous phase to formulate objectives and then conducted group discussions and evaluated the model's suitability with the input of seven qualified individuals using a model suitability assessment questionnaire. Phase 3 involved assessing the feasibility and benefits of the model among 30 small-size school administrators using a specific feasibility and benefit assessment questionnaire. Statistical analysis of the data included means and standard deviations.

The research results were as follows: 1. The overall level of academic leadership qualities in the 21^st century for small-size school administrators was at a high level. When examining each aspect individually, all aspects were at a high level. The highest was promoting participation, followed by setting a vision, promoting information technology and communication, developing teaching and learning, promoting teacher development, and curriculum development, respectively. 2. The model for enhancing academic leadership qualities in the 21^st century for small-size school administrators consisted of five factors: 1) principles and rationale, 2) objectives of the model, 3) key aspects of development, 4) model implementation, and 5) conditions for success. The overall suitability assessment of the model was at the highest level. 3. The feasibility assessment revealed that the overall feasibility was at the highest level, and the overall benefit assessment also indicated the highest level of benefits.