Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China.
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| 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] |
| Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185336117 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yuan+Zhou%22">Yuan Zhou</searchLink><relatesTo>1</relatesTo><i> estheryuan801@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Piyapong+Sumettikoon%22">Piyapong Sumettikoon</searchLink><relatesTo>2</relatesTo><i> piyapong.su@kmitl.ac.th</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Eurasian+Journal+of+Educational+Research+%28EJER%29%22">Eurasian Journal of Educational Research (EJER)</searchLink>. 2024, Issue 114, p99-121. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14689/ejer.2024.114.07 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 99 Subjects: – SubjectFull: Autodidacticism Type: general – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: School principals Type: general – SubjectFull: Core competencies Type: general – SubjectFull: School administrators Type: general – SubjectFull: Educational leadership Type: general Titles: – TitleFull: Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yuan Zhou – PersonEntity: Name: NameFull: Piyapong Sumettikoon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1302597X Numbering: – Type: issue Value: 114 Titles: – TitleFull: Eurasian Journal of Educational Research (EJER) Type: main |
| ResultId | 1 |
