Educational Management and Innovation Journal

Ethical Leadership: Concepts and Applications to Promote a Moral Society in Higher Education Institutions

Ujsara Prasertsin — 2026-02-20

Educational institution administration is a very important mission of educational institution administrators at all levels, especially in the era of globalization. Which has caused new changes in educational institutions and the current competitive situation. The educational institution must be
a space for self-discovery or more interdisciplinary learning. There are many different subjects and cultures, promoting mutual understanding, exchanging opinions to understand each other better and learning from failure. Therefore, it is necessary for administrators and educational leaders to have
an understanding of leadership and have behaviors that show “ethical leadership.” This expresses decision-making and ethical reasoning that is appropriate to the circumstances and will lead the organization to success. Therefore, this article would like to focus on the concept, theory and research related to ethical leadership to apply in working for educational institutions, promoting a moral society in higher education institutions, producing graduates with knowledge and ability in academics and professions and being able to effectively manage educational institutions based on ethics.

Online Learning During the COVID-19 Pandemic in Bhutan: The School Principals’ Perspective

Lotey Gyeltshen — 2026-01-09

The goal of this study was to look at online learning in Bhutan during the worldwide COVID-19 from the perspective of school principals. This research used a qualitative case study with semi-structured interviews as the data gathering approach. The information was gathered from 18 school principals that were chosen through the purposive sampling method. In order to generate themes from the data acquired through the semi-structured interview questions, Braun and Clarke’s (2006) six-step thematic analysis process was used. The study findings revealed that online learning was beneficial during the time of the COVID-19 pandemic, but it was ineffective because of several challenges regarding parental support, resource constraints at home and at school, teacher-student competency in using online learning tools, and accountability in terms of student task assessment. School principals, on the other hand, were offering support through professional development for teachers and students on how to use online learning resources, as well as communicating with parents, students, and teachers with
a monitoring system put in place. As a result, rapid support and collaboration from key stakeholders are critical in order to make online learning more effective.

The Development Model of Factors Influencing the Desirable Graduate Attributes of Nakhon Ratchasima Rajabhat University Students

Banjob Boonchan — 2026-02-20

This research employed a mixed-methods approach to examine, construct, and empirically test a model elucidating the factors influencing the desirable graduate attributes of students at Nakhon Ratchasima Rajabhat University. The study was conducted in three phases. First, data were collected from a sample of 375 students. Next, a developmental model was synthesized based on evaluations provided by nine experts, with data collection occurring from August 1 to August 30, 2024. Finally, the model was implemented within the elementary education program, employing pre- and post-assessment tests to appraise graduate attributes across four dimensions: knowledge, skills, ethics, and personal characteristics. Data analysis was conducted using basic statistics and a t-test, with regression analysis also employed. Key predictors of desirable graduate attributes included self-management, attitudes toward learning, and learning styles, which together accounted for 81% of the variance in these attributes. Qualitative data were analyzed via content analysis. The recommendations confirm the suitability of the learning units' core components but emphasize the need for clearer, behavior-focused assessments with concise, targeted questions. The development model can be improved with thought-provoking questions, fair evaluations, and diverse activities. The experimental group showed significantly higher post-instruction scores, while the control group showed no significant changes. These findings provide valuable insights for enhancing graduate attributes to meet societal needs.

A Model of Human Resource Management Practices Affecting Job Performance of Teaching Staff in Professional Higher Education Institutions in China

He Xuerui — 2026-01-09

Professional HEIs in China played an unique role in bridging academia and industry, while also facing specific HRM challenges in balancing academic rigor with organizational efficiency. This study employed a resource-based view and ERG theory to interpret the influence of HRM practices on job performance of teaching staff via work engagement in professional HEIs in China. The study adopted the quantitative method supported by the qualitative method and utilized a stratified random sampling way to collect data, resulting in 343 valid questionnaires, which were analyzed using SPSS and SEM. The model showed a good fit based on SEM model fit indices. The results were supported by in-depth interview data collected from 15 key informants. The results showed that HRM practices and work engagement had positive effect on job performance, and work engagement had a mediating role between HRM practices and job performance. Findings indicated that the integration of ERG characteristics into HRM practices from an RBV perspective offered a comprehensive and strategic approach to enhancing the job performance of teaching staff in professional HEIs in China. However, the reliance on self-reported data and focus solely on professional HEIs in China may limit the generalizability.

Innovative Leadership Affecting High-Performance Organization of Schools under the Secondary Educational Service Area Office Bangkok 2

Mintra Vichasawat — 2026-01-09

The objectives of this study were to investigate the level of innovative leadership of school administrators, the level of high-performance organization, and the relationship between innovative leadership and high-performance organization of schools under the Secondary Educational Service Area Office Bangkok 2 and to create a prediction equation for the innovative leadership affecting the high-performance organization of those schools. The sample size consisted of 357 teachers in the 2024 academic year. They came from multi-stage random sampling. The research instrument was a five-rating scale questionnaire with a validity of 0.8 -1.0, discriminatory power of 0.6 -1.0, and a reliability of 0.98 comprised of 4 components about innovative leadership which were 28 items and 4 components about HPOs which were 28 items. The statistics used in the data analysis were frequency, percentage, mean, standard deviation, Pearson’s product moment correlation coefficient, and stepwise multiple regression analysis.

The results showed that the innovative leadership of school administrators overall and in each element was at a high level, the high-performance organization of the school overall and in each element was at a high level, the innovative leadership and high-performance organization of the school showed a positive r_xy = 0.796 and a significant correlation at the 0.01 level, and the prediction equation of innovative leadership of school administrators had an 86.40 percent variance of high-performance organization, with the following equation.

The equation of raw score: Y’ = 1.130 + 0.394X₁ + 0.236X₄ + 0.144X₃

The equation of standard score: ZY’ = 0.445Z₁ + 0.292Z₄+ 0.200Z₃

Development and Validation of an Ethical Leadership Scale for University Faculty Members in Jiangsu Province, China

Wenhao Wu — 2026-01-09

As ethical leadership becomes increasingly vital in higher education, this study developed and validated an ethical leadership scale tailored to university faculty members in Jiangsu Province, China. Based on expert consultations and existing literature, an initial 40-item scale was constructed, reflecting key competences, including role model, fairness and equity, transparent communication, academic integrity, sense of responsibility, respect and inclusivity, student-centered approach, empowerment, behavioral reinforcement and social contribution. A total of 383 valid responses were collected from faculty members across 33 provincially affiliated universities in Jiangsu Province. Exploratory factor analysis (EFA) extracted 10 factors, accounting for 88.36% of the total variance, with factor loadings ranging from 0.796 to 0.939. Confirmatory factor analysis (CFA) demonstrated good model fit (χ²/df = 2.347, CFI = 0.943, TLI = 0.928, RMSEA = 0.059, SRMR = 0.047). The scale exhibited strong internal consistency (Cronbach’s α = 0.967) and acceptable convergent and discriminant validity (AVE > 0.50, CR > 0.80). These results support the scale’s reliability and validity, offering a robust tool for evaluating and enhancing ethical leadership among university faculty.

A Needs Assessment on How to Develop Virtuous Leadership in Secondary School Administrators

Phruetthaya Lertmanop — 2026-01-09

This research aimed to investigate the needs for developing virtuous leadership among secondary school administrators using a multiphase mixed method design. The sample for this study consisted of 748 individuals involved in the development of secondary school administrators based on the concept of virtuous leadership. It included 62 directors or deputy directors of secondary educational service area offices (selected through total population sampling), 343 secondary school teachers who served as heads of academic departments, and 343 chairpersons of basic education school boards under the Office of the Basic Education Commission (OBEC). A multi-stage random sampling method was employed to select participants from the OBEC schools. The sample size was determined using Yamane’s formula (1973) with a 95% confidence level. The research utilized both qualitative and quantitative methods. Quantitative data were collected through structured questionnaires, while qualitative data were obtained via interviews and document analysis. The data were analyzed using descriptive statistics (mean, standard deviation) and content analysis to provide a comprehensive understanding of the current practices and perceptions related to virtuous leadership in secondary school administration.

The findings revealed that the current state of virtuous leadership development needs was at a high level (overall mean = 4.22). Notably, both group and individual learning approaches were moderately emphasized, with mentorship (M = 4.41) and online learning (M = 4.24) receiving high ratings. The desired state was rated at the highest level (M = 4.87) across all dimensions, especially for individual learning methods such as mentorship (M = 4.97) and coaching (M = 4.90), reflecting significantly higher expectations than the current situation. The overall modified priority needs index (PNI_modified) was 0.154, clearly indicating a strong necessity for enhancing the development of virtuous leadership among school administrators.

Bridging the AI Competency Gap: A Study of Teachers in Thai Private School Using the UNESCO Framework

Teerat Watanapruksa — 2026-01-09

This study aimed to investigate the current and desirable states of AI competency among teachers at a private school in Nonthaburi, Thailand, using UNESCO’s AI Competency Framework. The framework encompasses five key dimensions: human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. The research utilized a descriptive survey method, with data collected from the entire population of educators at the school, comprising 58 participants (50 teachers and 8 school administrators). Data were collected through questionnaires and analyzed using mean scores, standard deviations, and the Modified Priority Needs Index (PNI_modified). Findings revealed significant competency gaps across all dimensions, with AI pedagogy identified as the most urgent area for development. A one-way ANOVA showed that older teachers reported significantly lower levels of current AI competency than their younger counterparts. These results underscore the need for targeted teacher development programs that address technical, ethical, and pedagogical aspects of AI, while also promoting intergenerational learning to scaffold skills across age groups. The study provides actionable insights for policy and professional development for schools seeking to build a future-ready teaching workforce in the age of AI.

CONTENT

Sukanya Chaemchoy — 2026-01-09

EDITORIAL BOARD

Sukanya Chaemchoy — 2026-01-09

EDITORIAL NOTE

Pruet Siribanpitak — 2026-01-09