Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China.

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Bibliographic Details
Title:	Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China.
Authors:	Yuan Zhou¹ estheryuan801@gmail.com, Piyapong Sumettikoon² piyapong.su@kmitl.ac.th
Source:	Eurasian Journal of Educational Research (EJER). 2024, Issue 114, p99-121. 23p.
Subject Terms:	Autodidacticism, Self-managed learning (Personnel management), School principals, Core competencies, School administrators, Educational leadership
Abstract:	Purpose: This research aimed to develop the Key Self-Directed Lifelong Learning Competency-Based Model for school principals in Guangxi, China, focusing on the competencies required to sustain self-directed lifelong learning in educational leadership. Method: The study employed both qualitative and quantitative research methodologies, conducted in three distinct stages. First, qualitative observations of 30 school principals' daily activities were combined with a review of existing literature to identify issues, concepts, and theoretical frameworks related to self-directed learning. Second, a competency-based model was developed through a structured questionnaire distributed to a sample of 500 practising school principals in Guangxi, China. A total of 371 valid responses were analysed using factor analysis. Third, the model underwent verification and refinement. Five key competency areas were identified as essential for fostering lifelong learning: Learning Perspective, Learning Tactics, Academic Proficiency, Engagement, and Implementation. Data analysis was performed using SPSS 23.0, incorporating factor analysis, reliability testing, and goodness-of-fit evaluation. All Cronbach's α values exceeded 0.85, indicating high reliability. Stakeholders also emphasised the importance of including dimensions such as digital competencies and collaborative learning in the model. Findings: An examination of the principals' self-rated competencies revealed significant potential for improvement, particularly in Self-Efficacy and Learning Tactics. These findings highlight the necessity of developmental programmes for school leaders. The final model provides a theoretical framework for enhancing self-directed learning among principals, thereby strengthening their leadership capabilities. Implications: It is anticipated that this model will improve the quality of school leadership in Guangxi and promote a culture of continuous learning within the education system. Future research should explore the generalisability of the model beyond Guangxi, China and examine its long-term impact on educational leadership. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: This research aimed to develop the Key Self-Directed Lifelong Learning Competency-Based Model for school principals in Guangxi, China, focusing on the competencies required to sustain self-directed lifelong learning in educational leadership. Method: The study employed both qualitative and quantitative research methodologies, conducted in three distinct stages. First, qualitative observations of 30 school principals' daily activities were combined with a review of existing literature to identify issues, concepts, and theoretical frameworks related to self-directed learning. Second, a competency-based model was developed through a structured questionnaire distributed to a sample of 500 practising school principals in Guangxi, China. A total of 371 valid responses were analysed using factor analysis. Third, the model underwent verification and refinement. Five key competency areas were identified as essential for fostering lifelong learning: Learning Perspective, Learning Tactics, Academic Proficiency, Engagement, and Implementation. Data analysis was performed using SPSS 23.0, incorporating factor analysis, reliability testing, and goodness-of-fit evaluation. All Cronbach's α values exceeded 0.85, indicating high reliability. Stakeholders also emphasised the importance of including dimensions such as digital competencies and collaborative learning in the model. Findings: An examination of the principals' self-rated competencies revealed significant potential for improvement, particularly in Self-Efficacy and Learning Tactics. These findings highlight the necessity of developmental programmes for school leaders. The final model provides a theoretical framework for enhancing self-directed learning among principals, thereby strengthening their leadership capabilities. Implications: It is anticipated that this model will improve the quality of school leadership in Guangxi and promote a culture of continuous learning within the education system. Future research should explore the generalisability of the model beyond Guangxi, China and examine its long-term impact on educational leadership. [ABSTRACT FROM AUTHOR]
ISSN:	1302597X
DOI:	10.14689/ejer.2024.114.07