Academic management strategies of secondary schools in Cambodia based on the concept of innovation leadership skills

This study aimed to 1) study conceptual frameworks of academic management of secondary schools in Cambodia and innovation leadership skills, 2) study students’ innovation leadership skills levels, 3) analyze strengths, weaknesses, opportunities, and threats of academic management based on the concept of innovation leadership skills, and 4) develop academic management strategies based on the concept of innovation leadership skills. Multiphase mixed-methods design were employed. Samples included 2,662 students as respondents in Phase II and 94 public secondary schools in Phase III. Respondents included school administrators and teachers. Research instruments included evaluation forms and questionnaires. Data were analyzed using frequency, percentage, mean, standard deviation, modified priority need index (PNImodified), and content analysis. Results showed that 1) conceptual framework for academic management included curriculum development, teaching and learning, and measurement and evaluation and conceptual framework for innovation leadership skills consisted of three dimensions and 15 subdimensions: (1) innovation vision and strategy including realizing innovation vision, strategic thinking, and managing risks; (2) innovative thinking including demonstrating curiosity, developing empathy for others, opportunity exploration, assaulting assumptions, proactive thinking, idea generation, idea championing, and idea application; (3) innovation recognition and support including leading courageously, leading by example, promoting culture of trust, and recognizing the innovators. 2) Innovation leadership skills level was at the high level in the overall aspect. Innovation recognition and support and innovative thinking had the highest and lowest mean scores. All 15 subdimensions were at the high level, except for idea championing, which was at the moderate level. 3) Curriculum development was the strength; teaching and learning and measurement and evaluation were the weaknesses. Political-legal factor was the opportunity. Economic, sociocultural, and technological factors were the threats. 4) There were three strategies, six substrategies, and 28 procedures. First strategy was redesign the curriculum to develop students’ innovation leadership skills consisting of two substrategies: (1) redesign the existing expected learning outcomes with innovation leadership skills regarding innovation vision and strategy innovation recognition and support, and innovative thinking across the disciplines of the school curriculum (5 procedures) and (2) promote the use of learning outcomes in subject development and textbooks related to innovation leadership skills (4 procedures). The second strategy was transform teaching and learning to develop student innovation leadership skills comprising (1) transform in-classroom and out-classroom learning activities to develop student innovation leadership skills (4 procedures) and (2) develop learning media and resources to develop student innovation leadership skills (4 procedures). The third strategy was improve measurement and evaluation to develop student innovation leadership skills including (1) develop measurement and evaluation tools on student learning outcomes set in the curriculum related to innovation leadership skills (3 procedures) and (2) promote student assessment on learning outcomes in innovation leadership skills (8 procedures).