Vocational Quality Administration Model for Vocational Schools in the Special Development Zone of Southern Border Provinces

Abstract

This study aimed to develop a quality vocational education administration model for vocational schools in the Special Development Zone of Southern Border Provinces. A mixed-methods research approach was employed across three phases: 1) identifying components and indicators through document synthesis and in-depth interviews with nine purposively selected experts; 2) developing the model using confirmatory factor analysis based on data from 300 vocational school administrators and teachers collected through a validated and reliable questionnaire; and 3) evaluating the model’s appropriateness and feasibility through focus group discussions with eight experts.       

The study revealed that the PRIMES Model consists of six major components, 21 sub-components, and 56 indicators, comprising: P – Potential School, R – Resilient Administrator,  I – Inspiring Teacher, M – Mastery Learner, E – Enterprise Partner, and S – Southern Border-based Education. The evaluation results indicated that the model achieved high appropriateness scores (M = 4.65) and feasibility scores (M = 4.72) at the highest level. The PRIMES Model represents an integrated vocational education administration framework that explicitly considers the Southern Border context and local cultural dimensions, thereby enhancing vocational education quality and addresses community needs.