A STUDY OF LEARNING LEADERSHIP COMPONENTS OF SCHOOL ADMINISTRATORS AND TEACHER COMPETENCIES IN THE 21st CENTURY

Abstract

This study employed a qualitative research design with two objectives: 1) to examine the components of learning leadership of school administrators and the components of teacher competencies in the 21st century; and 2) to evaluate the appropriateness of these components. The research was carried out in two phases. The first phase involved synthesizing the components of school administrators' learning leadership and of 21st-century teacher competencies. The second phase involved evaluating the appropriateness of these components, for which the target group consisted of five purposively selected experts, comprising university lecturers in educational administration and development as well as school administrators and teachers under the Kalasin Primary Educational Service Area Office. The research instruments comprised a component-synthesis form and a five-point rating-scale appropriateness evaluation form. The data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that the learning leadership of school administrators comprised six components: 1) team learning; 2) a learning-conducive environment; 3) the application of technology in professional practice; 4) creativity; 5) self-directed learning; and 6) learning innovation. Overall, these components were rated as appropriate at the highest level ( = 4.57, S.D. = 0.23). The teacher competencies in the 21st century comprised five components: 1) curriculum administration and learning management; 2) classroom management; 3) the use of educational technology; 4) morality and the professional ethics of teachers; and 5) learning measurement and evaluation. The experts evaluated the overall appropriateness of these components at the highest level ( = 4.73, S.D. = 0.31)