TRANSFORMATION SKILLS AND THE DEVELOPMENT OF 21ST-CENTURY LEARNING SKILLS IN THE POSITION OF DIRECTOR OF THE DEPARTMENT OF EDUCATIONAL PROMOTION PERSONNEL

Abstract

The objectives of this research were to 1) study the level of transformation skills, 2) study the level of 21st-century learning skills development, and 3) study the relationship between change skills and 21st-century learning skills development among directors of the personnel of the Department of Learning Promotion. The sample used in this research consisted of 385 educational personnel. The instrument used was a questionnaire, and the statistics used for data analysis were mean, standard deviation, and Pearson's correlation coefficient analysis. The results revealed that 1) the overall level of transformation skills was high. When considered by aspect, it was found that the highest was ideological influence, followed by inspirational motivation, and the least was consideration of individual differences, respectively. 2) The overall level of 21st-century learning skills development was moderate. When considered by aspect, it was found that the highest was critical thinking and problem-solving skills, followed by cross-cultural and paradigm-understanding skills, and the least was career and learning skills, respectively. 3) The relationship between change skills and 21st-century learning skills development was statistically significant at the 0.000 level. The analysis of the relationship between change skills and 21st-century learning skills development using multiple regression methods provided a multiple correlation coefficient of 0.910 and could explain the variation in change skills affecting 21st-century learning skills development statistically significantly at the 0.01 level by 82.80%. Additionally, the hypothesis testing on learning in the new normal life base on educational administration found it statistically significant at the 0.01 level.