Abstract:
The purposes of this study were to 1) study the conceptual framework for developing management towards excellence of schools in Banteay Meanchey based on the concept of creative self-efficacy, 2) study the priority needs for developing management towards excellence of schools in Banteay Meanchey based on the concept of creative self-efficacy, and 3) propose approaches for developing management towards excellence of schools in Banteay Meanchey based on the concept of creative self-efficacy. The study employed descriptive research approaches. The study sample was the 28 public high schools in Banteay Meanchey province. They were selected using simple random sampling. The informants consisted of directors, deputy directors, and teachers; in total, 215 people. The research instruments used in the study were questionnaires and evaluation forms. The collected data was analyzed using Frequency, Percentage, Mean, Standard Deviation, Modified Priority Need Index (PNI modified), and Content Analysis. The findings revealed that 1) The conceptual framework for developing management towards excellence of schools was composed of Leadership; Strategy; Students and Stakeholders; Management, Analysis, and Knowledge Management; Workforce; Operational; and Results. The conceptual framework of creative self-efficacy was composed of creative thinking self-efficacy and creative performance self-efficacy. 2) The highest priority needs for developing management towards excellence of schools was rated on the Measurement, Analysis, and Knowledge Management criterion, while the lowest priority needs was rated on the Leadership criterion. 3) There are five main approaches for developing management towards excellence of schools in Banteay Meanchey to enhance students' creative self-efficacy: 3.1) Establish a welcoming climate for students’ and stakeholders' engagement, 3.2) Foster the context of Teach for Learn more than Teach for Test, 3.3) Design future-focused strategic plan to bring about nurturing creativity 3.4) Design the new paradigm of teacher professional development, and 3.5) Cultivate innovative-driven leadership to foster change and execute the current status quo.
