THE DEVELOPMENT OF VISIONARY LEADERSHIP MODEL OF ADMINISTRATOR UNDER CHONGQING COLLEGE OF INTERNATIONAL BUSINESS AND ECONOMICS, CHINA
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Abstract
This research aimed to develop a visionary leadership model and evaluate its feasibility for administrators under Chongqing College of International Business and Economics, China. The study adopted a research and development methodology divided into four key stages. The first stage involved studying relevant literature and interviewing five experts in the fields of leadership and educational administration. The information collected was analyzed to determine key components of visionary leadership suitable for the educational context. The second stage involved drafting a visionary leadership model based on six components: vision, flexibility, creativity, motivation, networking, and communication, with a total of 68 indicators. After content validation by five experts using the Content Validity Index (CVI), two items were removed, leaving 66 valid indicators. The third stage consisted of refining the model through a focus group discussion with ten educational experts. Suggestions from the group led to further revisions, including refining language, eliminating redundancy, and ensuring conceptual clarity. The final model contained 62 indicators.
In the fourth stage, the researcher conducted a feasibility study by distributing questionnaires to 30 school administrators under the College. Results indicated that the model was highly feasible, with all six components receiving the highest level of agreement. The components ranked in descending order of feasibility were vision, motivation, communication, flexibility, networking, and creativity. These findings suggest that the model aligns well with the leadership qualities required for 21st-century school administration.
The research contributes to the theoretical development of educational leadership by integrating both classical and contemporary leadership theories. Practically, it provides a validated framework that can be used for leadership training, policy formulation, and organizational development in educational institutions. It is also adaptable for use in other contexts beyond China. The model’s focus on visionary thinking, collaboration, and adaptability makes it particularly relevant to current global challenges in education and administration.
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