Abstract
This study aims to develop the competency indicators of secondary school principals in the 21st century and to examine the consistency of competency indicators structure model of secondary school principals in 21st century with empirical data. There are two stages in the process of research. Step 1 is conducting theoretical structure model of secondary school principals in the 21st century by documentary synthesis, gathering draft models of the theoretical indicators structure and the in-depth interview with nine experts were used to formulate a theoretical model. The instrument was the interview questionnaire titled, “the competency indicators of secondary school principals in 21st century”. Data is analyzed by applying interview results for data organizing, data displaying and interpretation, conclusion, and the summary of theoretical indicator structure model. Step 2 is the checking the consistency of structure model of competency indicators of the secondary school principals in 21st century. The population were 933 secondary school principals under the Office of Secondary Educational Service Area 19 – 33 in academic year 2017, and 500 of them were the samples selecting by Two-Stage Random Sampling. The instrument were created by using indicators and components obtained from Step 1 to create the 5 – rating scale questionnaire. Reliability value was .996 and data analysis use Computer Software. 
 
 The study findings were as follows: The competencies of secondary school principals in 21st century consisted of 6 core competencies and 23 sub-components including: 1) Modern management core components consists of 3 sub-components; Strategic change management, Empowerment of assigning decision responsibility, and Using resources efficiency, 2) Team work core components consists of 5 sub-components; Participative management, Cooperation, Accompany with assigning strategic and goal setting, Creating mutual trust and Communication, 3) Individual and personnel development core components consists of 3 sub- components; Emotional management, Self and personnel understanding, and Ethics and virtue, 4) Administrative Innovation for development core components consists of 4 sub- components; Creating innovation management, Using technology for management, Making organization of learning, and Knowledge management, 5) Thinking development core components consists of 4 sub-components; Creative thinking, Critical thinking, Analytical thinking and Systems thinking, 6) Academic leadership core competency consists of 4 sub-components; School Curriculum development, Learning process development, Supervision in school ,and Student development and then the adjusted model is good consistent with empirical data, considering from the chi-square test which is statistically significant at 176.06, with no statistical significance, df = 153. Chi-Square is 0.15 GFI, 0.97 AGFI is 0.95 CFI = 1.00 SRMR is 0.02, RMSEA is 0.02, and CN is 552.38. It shows that the Equation of Equation Consistent with empirical data.
Highlights
Education in the 21st century must prepare people to be knowledge workers and be learning people, regardless of any human life
This study aims to develop the competency indicators of secondary school principals in the 21st century and to examine the consistency of competency indicators structure model of secondary school principals in 21st century with empirical data
Step 2 is the checking the consistency of structure model of competency indicators of the secondary school principals in 21st century
Summary
Education in the 21st century must prepare people to be knowledge workers and be learning people, regardless of any human life. The key personnel in the school will lead to the quality of education is the place executives whose study must be competent in management which is the key to the development and driving of the school to be successful (Reeves, 2011; Alexander, 2013). They must keep pace and be ready for professional management that is ready to receive such rapid changes in information technology and learning. They will able to develop education for excellence, promote and support the development of executive career to be accepted and enhance the potential development quality of learners according to educational standards that affect the quality of education development in Thailand at present and in the future to international quality
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