Core Competencies of Early Childhood Education Administrators in Thailand
Keywords:
Early childhood education, Teacher professional development, Early childhood development centersAbstract
This study examines the core competencies required of early childhood education administrators in Thailand within the broader context of strengthening leadership capacity and enhancing educational quality. While international scholarship consistently highlights the influence of leadership competencies on educational effectiveness and child development outcomes, Thailand currently lacks a competency-based framework for the preparation and selection of early childhood education leaders. Employing a multi-method design, the study integrated document analysis, regional focus group discussions, expert interviews, and third-order Confirmatory Factor Analysis (CFA) to identify competency domains, assess developmental needs, and propose leadership development guidelines aligned with national standards. Findings revealed three interrelated competency domains: adaptive management of early childhood development centers, academic leadership in early childhood education, and professional development toward excellence. Needs assessment results indicated that knowledge acquisition represented the highest developmental priority, particularly in relation to inclusive education management. The proposed competency model demonstrated strong empirical validity and model fit (χ²/df = 1.139, CFI = 0.997, RMSEA = 0.017). The study further suggests that competency development should emphasize practice-based professional learning, mentoring systems, and collaborative professional networks. These findings contribute to ongoing international discussions concerning leadership professionalization, administrator preparation, and competency-based development frameworks in early childhood education.
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