The Concept of Educational Administration to Achieve Equitable Excellence
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Abstract
In today's educational context, school administrators face the challenge of fostering both equity and excellence while responding to education policies that emphasize standardized testing. This study aims to explore the conceptual framework for equitable excellence in school administration. Employing a qualitative research methodology, data were collected through in-depth interviews and content analysis. The participants were five key informants, purposively selected for their roles in advancing educational quality at both national and international levels. Findings reveal that the conceptual framework for equitable excellence in school leadership comprises five key components: 1) School leaders’ beliefs and perspectives that embrace diversity, support students’ potential, and empower them to define their own paths to excellence; 2) Academic leadership that promotes strategic thinking, courageous questioning, collaboration, and effective resource management to enhance student development; 3) Curriculum and learning supports that are modern, interdisciplinary, and adaptable to local contexts; 4) Teacher development focusing on professional attributes and attitudes that enhance student engagement, deepen understanding, and respond to diverse learning needs; and 5) Assessment systems that emphasize holistic student development and reflect individual potential across multiple dimensions, enabling learners to thrive according to their unique aptitudes.
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