A Model for Developing 21st Century Competencies of School Administrators based on Thailand Quality Award (TQA) Criteria under the Office of Primary Educational Service Area, Chiang Rai Province

Abstract

The purpose of this research article 1) to study the current conditions of curriculum management according to the Thailand Quality Award (TQA) framework under the Chiang Rai Primary Educational Service Area Offices; 2) to develop a model for enhancing 21st century administrators’ competencies based on the TQA  3) to evaluate the developed model in terms of feasibility and usefulness. The study employed a mixed-method research design, using four research instruments: (1) document analysis, (2) questionnaires, (3) interviews with administrators and teachers from best practice schools under the quality enhancement 4) evaluation forms. Data were analyzed through content analysis, mean, and standard deviation. The research findings revealed that: (1) the overall status of educational management was at a high level (𝑋̅ = 3.64, S.D. = 0.56), indicating that schools implemented management practices aligned with the TQA framework at an appropriate level and were responsive to the changing context of 21st-century education; the overall level of administrators’ 21st-century competencies was also high (𝑋̅ = 3.62, S.D. = 0.52); (2) the developed model comprised five key components: (a) principles, (b) objectives, (c) processes, (d) evaluation guidelines, and (e) conditions for success; and (3) the model demonstrated high levels of feasibility and usefulness.