INNOVATIVE SECONDARY EDUCATION MANAGEMENT IN EDUCATION 5.0 TOWARD GLOBAL COMPETENCY MODEL

This quantitative study assessed innovative secondary educational management in educational 5.0's impact on the global competency model by evaluating the extent to which administrators within the Sisaket Secondary Educational Service Area Office, Yasothon, demonstrated the global education management competencies IR 5.0, global education competency management IR 5.0, moderating effect of innovative education management IR 5.0, and the effect of competencies and management practices. The data demonstrated that global competence management competencies IR 5.0 were highly rated (mean=4.33, SD=0.40) and thus reflect a high degree of similarity across their responses. However, only two of the competencies (real-life anytime anywhere learning and technology ready personalized learning) demonstrated significant differences (using the one-sample t-test). The overall analysis of variance contains evidence that innovative education management IR 5.0 generally does not have a significant moderating effect on the relationships between global competencies and education management practices and only limited evidence of the moderating effect on hands-on experiential learning. Regression analyses demonstrated that global education management IR 5.0 does not predict global educational management competencies IR 5.0; despite demonstrating a large proportion of variance, these variables are moderately correlated. Although there were no statistically significant evidence-based connections, it can be inferred that education 5.0 principles are being incorporated within secondary education management; this has resulted in disconnecting between these practices and their ability to have an effect on educational management. To conclude, the study recommends that policymakers and educators revisit policy alignment, reinforce coherence among global competencies and innovative management practices and evidence to produce students who will be prepared to become global citizens in a future globalized world, adhere to and be guided by the global competence model.