Development of a Theory for Enhancing School Administrators' Competency in Administrative Research Based on Participatory Action Research
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Abstract
This study aimed to examine the current and desired conditions, develop a theory, investigate the results of applying the theory, and validate the theory and the outcomes of enhancing school administrators’ competency in administrative research through a participatory research-based approach. The research and development process comprised four phases: (1) examining the current and desired conditions; (2) developing a theory for research competency enhancement; (3) investigating the results of applying the developed theory; and (4) validating the theory and the outcomes of enhancing school administrators’ competency in administrative research. Participants included 270 school administrators and 12 purposively selected school administrators who took part in the competency development process. The research instruments were a needs assessment form, a research competency assessment form, a development manual, a focus group record form, and a theory validation form assessing appropriateness and utility. Data were analyzed using means, standard deviations, and mean differences. The findings were as follows. 1) The overall current condition was rated high, whereas the desired condition was rated at the highest level. The priority needs, in descending order, were practice-based and participatory learning; continuous monitoring, evaluation, and reflection; competency-based development planning; needs analysis and development goal setting; and support systems and learning networks. 2) The developed theory comprised five components and 23 practical guidelines. Its accuracy and feasibility were rated at the highest level. 3) The administrators’ research competency was rated moderate before development and at the highest level afterward. The quality of their research outputs was rated good. 4) The theory’s appropriateness was rated high, and its utility was rated at the highest level.
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