Leadership Competency Indicators of the Dean Faculty of Education

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International Journal of Research and Development - A Management Review (IJRDMR)

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ISSN (Print): 2319–5479, Volume-6, Issue–2, 2017 11

Leadership Competency Indicators of the Dean Faculty of Education

1Pramook Chusorn, ²Dawruwan Thawinkarn, ³Jatuphum Ketchatturat

1Doctoral Student in Educational Administration Khon Kaen University, Thailand

2Faculty of Education, KhonKaen University, Thailand

3Faculty of Education, KhonKaen University, Thailand

Abstract : The purpose of this research was 1) Develop the leadership competency indicators of the Dean Faculty of Education. 2) Test the consistency of the leadership competency model of the Dean Faculty of Education. This study was to collect data by using a five-level validity scale with reliability of 0.98 from 40 administrators and faculty members of the Faculty of Education and Faculty of Education in Thailand, randomly 50% of the total population. The 500 staff were selected by using Stratified Random Sampling.

The collected data was analyzed by descriptive statistics statistical program and Mplus program.

The results were as follows:

The performance indicators of the Dean of the Faculty of Education were consistent with the empirical data with a 0.06 (RMSEA) value of 0.024 (SRMR). 0.021 (CFI) was 0.098. The TLI was 0.096 and the main component had an factor loading greater than 0.70. Subcomponents and indicators have an factor loading greater than 0.30 for every component and every indicator.

Keywords: Indicators ; Leadership Competencies

I. INTRODUCTION

The Dean must have leadership skills because leadership skills help to point out the "way" of the job or "what" the person needs to succeed. Leadership competencies have many benefits, such as help them assess, get people to work, assess the management of workers, plan for man powering, plan for training and develop workers, etc.

(U.S. Office of Personnel 2010) This is a component of leadership competency, Dean with leadership strategy.(Cynthia Teniente Matson, 2013) A model of modern leadership that is consistent with the changing management of globalization. Be a person with a long-term perspective and create flexibility for the organization to achieve its goals. Use strategic thinking in strategic planning to reach the intended destination. The dean, who has a strategic leadership, has important features, including effective communication. Can be use spoken and written languages to communicate well successfully. The key is to solve problems and make wise decisions. The dean must have administrative skills. To be an academic leader, can get knowledgeable and

professional, to be an effective leader and to manage the organization effectively and it can create an atmosphere that engages the participation of personnel to work together effectively. In addition, leadership competency will help administrators have the ability to learn. The ability can manage strategies that enable members to accomplish their tasks effectively have the ability to teach the ability to evaluate and to diagnose the situation accurately and precisely. The ability to build and develop team has to manage conflicts to the maximum benefit to the organization. The ability to think and plan strategies has to create a shared vision and the ability to convince members to work successfully. It can convince the personnel in the faculty to make the faculty's work for excellence in the various missions. Determine how to conduct and create best practices to drive the school to meet its intended goals. (Kanokorn Sommapan, 2003) If the BOD is capable of leadership competencies, it can lead personnel in the university to perform the duties of teaching quality management. The development of working in various aspects of college includes the development of academic work that will affect the quality of learners' learning.

Most universities in Thailand have criteria and methods for evaluating the administration of university administrators. The University Council appoints the Board of Directors to evaluate the management of the executives every year which the University Council Appointment of the Dean of the Administrative Evaluation Board to meet the requirements of the assessment criteria in the quality assurance system. The objectives of the university administration are to ensure systematic and comprehensive quality assurance. The aim is to promote the strength of the university administrators. The criterion for assessing the dean is evaluation of the achievement of the task and behavioral practice the assessment of the behavior of the official. It will measure how well the leader's leadership capacity is behaving. The result of the evaluation will be to develop and enhance the performance of the bureaucracy.

The researcher synthesized the leadership competencies indicators of the Dean of Faculty of Education and Faculty of Education. This is a theoretical study of modeling, where the researcher is able to examine the

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consistency of the leadership competencies model developed from theory and research with empirical data and from the quality of the indicator by experts and people involved, including research results, create a manual for the indicator. The results of the research are used as a guide for dean development planning in a manner that is consistent with current conditions, which will enhance the performance and quality of education and information about the leadership capabilities of the board that can be used to develop in the future.

Problem statement

1. What are the leadership competency indicators of the Dean Faculty of Education?

2. Is leadership competencies Measurement Model of Dean Faculty of Education developed based on theory related to consistent with empirical data?

II. RESEARCH OBJECTIVES

The following are the main objectives of this study:

1. To develop the leadership competency indicators of the Dean Faculty of Education.

2. To test the consistency of the leadership competency model of the Dean Faculty of Education.

III. RESEARCH METHODOLOGY

This research develops the leadership competencies indicators of the Dean Faculty of Education by reviewing the literature and interviewing experts' opinions to select the initial indicators to be appropriate and reliable, then the indicators were constructed, questionnaires were collected by population. There are 79 faculty members in the Faculty of Education in Thailand. There are 15 colleges in the North, 33 Central, 21 Eastern, 3 Southern, 7 Southern. There is 40 university staff in the Faculty of Education and Faculty of Education in Thailand, of which 500 are from 50% of the total population. The data was Stratified Random Sampling. Executive: Lecturer:

Support Staff is 4: 6: 5. This research is a descriptive research aimed at creating and developing an indicator using empirical definition, defined by the researcher, defining sub-variables, and the method of combining subscripts with theories and tasks. Basic research According to the population of the research was 79 staffs from the Faculty of Education and Faculty of Education in Thailand. The sample consisted of 500 students, 50%

randomly selected from 40 universities. Multi-stage random sampling The research tool is divided into two parts: 1) a questionnaire about the status of the respondents. 2) A questionnaire about the leadership skill level of the dean. It is a 5-scale rating scale, classified according to the main elements and sub-elements.

Data analysis uses descriptive statistics for frequency distribution, percentages for analysis, status of respondents, and analytical mean. Standard deviation Distribution coefficient Reference indicators used in Pearson Product Moment Correlation Coefficients.

Structural Integrity Analysis by Confirmation Analysis

by using statistical package and Mplus program for analysis of linear relation model.

IV. THE RESULTS

The results of component analysis confirmed the leadership competencies of the Dean Faculty of Education found that the overall composition of leadership competencies factor loading from 0.775-0.918 can be detailed in each element as follows.

1. Leading others : the factors that have the most factor loading is conflict management factor loading was 0.906 coefficient of forecast (R2) was 0.821, followed by team building. factor loading was 0.857 and the coefficient of predictability (R2) was 0.735.

2. Leading change : The factors that have the most factor loading is change management factor loadingr was 0.918, with the coefficient of forecast (R2) of 0.843, followed by creativity. The factor load factor was 0.904 and the coefficient of predictability (R2) was 0.817.

3. The strategy : The factors that have the most factor loading is planning Organizational direction the factor load factor was 0.903 and coefficient of forecast (R2) was 0.815, followed by strategy implementation. the factor load factor was 0.883 and the coefficient of predictability (R2) was 0.780.

4. Corporate Social Responsibility: The factors that have the most factor loading is development of communities factor loading was 0.868 and the coefficient of predictability (R2) was 0.754, followed by environmental management and learning resources. The factor load factor was 0.846 and the coefficient of predictability (R2) was 0.716.

5. Network :The factors that have the most factor loading is common goal the factor load factor was 0.895 and the coefficient of predictability (R2) was 0.802, followed by the co-operation of the network members the factor load factor was 0.895 and the coefficient of variation (R2) was 0.800.

V. DISCUSSION

The results of the conformance test of the leadership competencies model of the Dean Faculty of Education with empirical data found that it is consistent with the empirical data.

1) Main component of leading others. It was found that the components with the highest factor loading is conflict management because conflict management is an important process of effective administration. Dean must be flexible be neutral an appropriate solution with Supatra (2007) states that conflict management is a way to present new ideas. There is a paradigm shift in the concept of data exchange as well as adjust the guidelines for best solution .

2) Main component of leading change. It was found that the components with the highest factor loading is change management because The Dean should do for

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operational planning in place to cope with possible future changes ,controlling operational change according to the plan is in line with Kamol Chayavatana (2007) It explains that change management is about managing change to meet the set goals from the present to the future at a fast pace appropriate according to the ability of the change leader by using policies and plans as a tool to keep desirable changes in place.

3) Main component of strategic. It was found that the components with the highest factor loading is plan the direction of the organization because corporate planning is an important process the initial process in creating a strategy that link old knowledge with new knowledge and make a decision in the direction of development. There is a long-term, objective-oriented assessment of planning, in line with Suthepong Srivat (2007). Strategic leaders must have the ability to determine the direction of the organization have a dream leaders often make a real difference to the organization by building relationships with the outside environment to navigate the choices regarding vision, mission, strategy and practice.

4) Main components of corporate social responsibility. It was found that the components with the highest factor loading is community development because the community is a source of learning and development of the university. The Dean should use research or innovation to develop a community or related organization to set up a team to coordinate activities for community development activities in line with Paisan Sornvithisuthi. (2005). Community development refers to a movement designed to promote and improve economic, social, and cultural conditions in the local community.

5) Main components of network. It was found that the components with the highest factor loading is common

goal because common goal is planned to achieve the same direction by organizing brainstorming sessions with members to determine the direction of network operations. Communicate goals and the process of network operation let members know and understand the same direction for clear co-ordination of the project plan and the goals of each mission in the network, in line with Teeradet Rungmongkol (2012). The nature of effective group work there must be a clear common goal. Everyone has a part in targeting by taking into account the success of each member's work, both the goals of the accomplishment must be achieved. It is believed that the goal is important and it will be worth the effort which good goals, whether personal or group goals must be a goal in the same way.

REFERENCES

[1] Kanokorn.(2003).Educational Leadership. Khon Kaen: Educational Administration Department Khonkaen University.

[2] Supattra.(2007). Conflict management in state-level hospitals. Doctorate in Philosophy of Dhamma Graduate, Public Administration, Graduate School, Ramkhamhaeng University [3] Kamol.(2550).Leadership. Bangkok: Asia Press.

[4] Paisan.(2005). Knowledge management integrated. By having a community of contributors to Development of sustainable self-sufficiency of Khao Thong community enterprises in Nakhon Sawan province. Nakhon Sawan: Nakhon Sawan Rajabhat University.

[5] Teeradet. (2012). Human resource development.

Bangkok: Ramkhamhaeng University Press.

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