Intrapersonal and Interpersonal Competencies of Foreign School Principals in Chang Mai, Thailand
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This study aimed to determine the extent of the intrapersonal and interpersonal competencies of foreign school principals in Chiang Mai, Thailand, and examined their relationship with selected demographic variables. This study utilised a descriptive-correlational approach among 91 classroom teachers from selected international schools. The findings indicate that the majority of the respondents are single females aged 30-39, with 6-10 years of administrative experience, a bachelor’s degree, classroom teaching experience, and having attended 1-2 relevant training sessions in educational leadership. They exhibited high levels of their intrapersonal competencies along with self-awareness, self-regulation, self-motivation, adaptability, openness, and personal responsibility and discipline. Likewise, they demonstrated high levels of their interpersonal competencies in terms of respect and collaboration, empathy and social awareness, communication skills, integrity and professionalism, and problem-solving and decision-making. Conversely, there is no significant relationship when those intrapersonal and interpersonal competencies are correlated across their demographic profile. The study underscores the importance of establishing a sustainable faculty development plan to document and systematically apply core competencies in schools. It recommends strategic actions for future research and institutional implementation to enhance school leadership and management on the impact of core competencies.
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