Transformational Leadership Development for School Administrators Emphasizing Area Potential with Learners’ Science, Math and Technology Competencies in Education Sandbox, Thailand

Abstract This research was a Research and Development (R&D). The objectives were to: 1) develop a curriculum to enrich school administrators with transformational leadership that emphasize the integration of area potential with Science, Math and Technology (SMT) competencies of learners; 2) develop school administrators to be able to lead the change in raising school quality; 3) develop a prototype project for transformational leaders in raising school quality; 4) evaluate the success of the project; and 5) make policy recommendations for improving school quality that emphasize the integration of area potential with SMT competencies. The target group consisted of 89 school administrators in the Pilot Education Sandbox Project, Satun Province and the Southern Border Provinces, Thailand. The results showed that 1) a curriculum for school administrators consisted of 3 units: transformational leadership; promoting learning management of schools, and integration of concepts into practice; 2) 89 school administrators was developed the ability in raising school quality; 3) 4 prototype projects were developed for 4 schools in 4 provinces; 4) the curriculum could be used to develop school administrators effectively; and 5) 4 policy recommendations were garnered to drive schools, and the Institute for the Promotion of Teaching Science and Technology.


Introduction
Schools can be considered as organizations that play an important socioeconomic role in Thailand's development, because education creates knowledgeable people and people build nations. Consequently, the field of educational administration needs responsible professionals who are knowledgeable, capable, innovative, competent and able to manage educational institutions to achieve national and local developmental objectives. Furthermore, educational administrators must be able to produce personnel armed with relevant quality educational products to achieve their objectives. Administrators who manage educational institutions must have the highest leadership qualities. Missions of education institutions under the National Education Act, AD. 1999 and its amendments (No.2), A.D. 2022 has tasked the Ministry of Education to decentralize the administration of educational institutions to be independent, flexible, fast, and additionally, divided into 4 taskareas: academic administration, budget administration, personnel administration and general administration (Ministry of Education, 2003).
Academic affairs can be considered the beating-heart of schools because it is related to the organization of learning experiences, improving and developing activities, teaching and learning in order to achieve the course objectives. Runcharoen (2007) said that the efficiency of school operations depends on the school administrator who is a leader in management, especially in academic tasks that lead to the output, which is the quality of students. Therefore, success or failure in the quality of education depends on the academic administration of the school administrators. Leaders or administrators in educational institutions need to adjust the management of the bureaucratic reform organization to survive. Leaders need to collaborate in managing education in a new way in line with changing conditions (Thompson & Miller, 2018). Leaders must be professional executives with high leadership qualities in order to lead educational institutions to overcome the current crisis. School administrators in the 21st century must have theoretical knowledge, competence, skills and experience in educational administration to be up-to-date and ready to adapt to the new era. (Paophan, 2016) Thailand Education Sandbox Act A.D. 2019 is an experimental educational reform project declared in the Royal Gazette as an experimental area for educational innovation by empowering educational institutions to self-administer and provide education in accordance with the context and needs of the local community to improve the quality of education and be able to develop knowledgeable learners according to local educational goals. (Education Sandbox Act A.D, 2019) There are central agencies to support both in terms of resources and supporting mechanisms for schools in the area through the participation of the community and stakeholders in each area (Suangkhawatin & Chumpong, 2018). There are four major objectives of Educational Sandbox including: 1) to improve achievement, produce, develop, and expand educational innovations; 2) to reduce inequality on educational quality and opportunities; 3) to decentralize and provide independence to educational agencies and pioneer local academies; and 4) to build and develop cooperative mechanism of all sectors.
In Thailand, there are six education sandbox areas in six regions consist of eight provinces including Chiang Mai, Kanchanaburi, Rayong, Sisaket, Satun, Pattani, Yala, and Narathiwat. For the Southern Region, there are four provinces including Satun Province as well as a further three Southern Border Provinces: Pattani, Yala and Narathiwat. There are 10 schools in Satun Province and 79 schools in the Southern Border Provinces involved in the Education Sandbox project. Therefore, it is a considerable challenge to enhance school administrators with transformational leadership in the Education Sandbox project in accordance with the context of the areas in order to change leadership and lead a new paradigm of leaders according to the needs of local communities and changing government policies.
According to the changing world in 21st century and Thailand 4.0 policy for moving Thailand movement by developing income from innovation, the strong human power in SMT body of knowledge had to be promoted to be basis in innovation development. This research aims to develop transformational leadership of school administrators in four Southern Region which are in the Education Sandbox Project, Thailand including Satun, Pattani, Yala and Narathiwat. The objectives were to create a curriculum for developing school administrators into transformational leaders in the Education Sandbox (Southern Region) including developing school administrators to be able to lead the change of school administration in accordance with the Education Sandbox Act for the Southern Region. Moreover, this project aimed to create policy recommendations for school administrators in the Education Sandbox (Southern Region) and the Institute for the Promotion of Teaching Science and Technology (IPST) and creating a prototype project for developing school administrators to become transformational leaders who emphasize learners competencies in Science, Math and Technology competencies in four pilot areas in the Education Sandbox (Southern Region).

Theoretical Background
Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy. According to Tseng et al. (2013) SMT impacts our daily lives. They state that SMT are significant tools for both individuals and the country to survive and meet the universal economic requirements. Oakes et al. (2018) define that SMT help learners to comprehend and change the world. Green (2021) states that SMT focuses on the quality and communication of the things that gives students tools to realize, examine, and impact the communities they live in. Knowing SMT helps build up learners' confidence and improves their critical thinking abilities. These instruments involve consistent thinking, critical thinking abilities, relational abilities, and the capacity to think in a theoretical manner. Moreover, Barrett et al. (2019) claims that in order to improve learners' academic performance, advancement, and development, the school climate is a significant area that ought to be considered and well managed by the SMT.
According to Tsai (2016), instruction in SMT can frequently cultivate more interpersonal abilities and independent abstract reasoning. He states that teaching SMT requires basic reasoning, powerful communication, joint effort, and innovativeness. He also confirms that real-life situations, distributed teaching, hands-on activities, science projects, and field research projects are the most helpful teaching strategies in the SMT curricular. Suarez et al. (2018) suggest the following teaching methods for SMT including visualization, co-operative learning, inquiry-based instruction, using technology in the classroom, management of learner behavior as a teaching strategy, repetition, and planned testing. Erdogan and Stuessy (2015) studied modeling successful STEM high schools in the United States. The research aimed to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. The results showed that actions in ecosystems such as cooperation in these schools were created by stakeholders (i.e., education leaders and policymakers) to address STEM education. The results also showed that each specialized STEM school should have a learning environment specific to itself. The effective learning environments for specialized STEM schools included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).
According to Erdogan and Stuessy (2015), the following are the factors affecting academic performance of SMT schools. (a) lack of knowledge of school policies; (b) lack of understanding of English as a language of learning and teaching; (c) lack of proper communication between the teacher and learners. From the study of Sandhleni (2021) about the role of the school management team on the academic performance of SMT Schools in South Africa revealed that the SMT plays a significant role in the academic performance of learners of SMT schools. The findings also showed that SMT schools use different strategies to improve the academic performance of learners. Based on the findings, the researcher recommends the following: the SMT should ensure that daily directions are set in order to ensure effective school management. Pfeiffer, Pfeiffer et al. (2010) examined how specialized STEM schools integrate content into curriculum. Results of their study with 16 participating schools indicated specialized STEM schools offered research opportunities for students. Six school administrators indicated the incorporation of STEM content with the humanities curriculum.

Objectives
1. Develop a curriculum for school administrators to become transformational leaders who emphasize the integration of area potential with Science, Math and Technology (SMT) competencies of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces, 2. Develop school administrators to be able to lead the change in raising the quality of schools that emphasize the integration of area potential with the competence in SMT of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces, 3. Develop a prototype project for transformational leaders in raising the quality of schools that emphasize the integration of area potential with the competence in SMT of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces, 4. Evaluate the success of the project of development of school administrators into transformational leaders who emphasize the integration of area potential with the competence in SMT of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces, 5. Make policy recommendations for improving the quality of schools that emphasize the integration of area potential with the competence in SMT of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces, and the Institute for the Promotion of Teaching Science and Technology (IPST).

Transformational Leadership
Bass and Avolio's transformational leadership (Bass & Avolio, 1994) is a concept of leadership that has a full range of leadership (The Full Range of Leadership) consisting of four characteristics, abbreviated as 4I's: 1) Idealized Influence (II) 2) Inspirational Motivation (IM) 3) Intellectual Stimulation (IS) 4) Individualized Consideration (IC)

Target Population
The target population was the 89 school administrators in the Pilot Education Sandbox, Satun Province and three Southern Border Provinces including Pattani, Yala and Narathiwat Province.

Methodology
Step 1: A study of the basic information and the necessity of developing school administrators focusing on integrating area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces according to the following steps: 1.1 Analyze, synthesize documents, textbooks, articles, research reports related to educational administration, transformational leadership, competence development of school administrators, and SMT competencies of learners, 1.2 Organize meetings to raise awareness of current and future changes in education, sharing knowledge as well as brainstorming opinions from stakeholders, comprising academics, experts, executives of various departments related to education, school administrators and teachers via online systems, 1.3 Bring the information obtained from the document-related research and from the meetings to exchange knowledge and brainstorming ideas to synthesize together, then compile into basic information and the necessary needs of school administrators' development that emphasizes the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox project, Satun Province and the Southern Border Provinces, 6. Data Source 1. Documents, textbooks, academic articles and research related to educational administration, transformational leadership, competency development of school administrators, learners' competency in SMT 2. Twelve qualified academics consisting of provincial education officers, supervisors, and educators in Satun Province and the Southern Border Provinces 3. Seventeen administrators and academics consisting of school administrators and educators in Satun Province and the Southern Border Provinces.

Methods and Tools
Collect information by online meeting via Cisco WebEx Meetings. The tool used for data collection is data record form.

Data Analysis
Analyze the data obtained from the synthesis of documents and meetings by content analysis.
Step 2: Development of a curriculum for training school administrators to become transformational leaders who emphasize the integration of area potential with the learners' competency in SMT in accordance with the Pilot Education Sandbox, Satun Province and the Southern Border Provinces, and is divided into two phases: 2.1 Development of the curriculum for school administrators to become transformational leaders focusing on integrating area potential with SMT competencies of learners which consists of 5 steps: 1) Study the body of content (R1) by documentary research, interviews the experts, and school study visits focusing on 5 main modules: 1) The Current and Future Educational Management Paradigms (emphasis on SMT); 2) Theories and Principles of Modern Educational Administration 3); Education Change Management (emphasis on SMT); 4) Innovation for Learning (Emphasis on SMT); and 5) Transformation of schools into Educational Sandboxes (emphasis on SMT).
2) Need assessment (R2) by synthesizing data from the study in Step 1 and the study of content body to be drafted for developing a conceptual framework.
3) Develop conceptual framework (D1) by developing conceptual framework of a curriculum for school administrators to become transformational leaders who emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces. A conceptual framework consists of structures, theories and principles, components of the curriculum, processes, steps, details of curriculum activities.

4)
Seek experts' opinions (R3) by interviewing the experts about conceptual framework of a curriculum for school administrators to become transformational leaders who emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces by focus group discussion. 5) Develop the curriculum draft (D2) by gathering the data from every source as mentioned and write the curriculum for school administrators to become transformational leaders who emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces.

Curriculum trial process which includes 2 steps
1) Tryout and verify the curriculum (R4) by bring the draft curriculum to be tested with school administrators in the Education Sandbox and endorse the curriculum by five experts.
2) Edit and write the final report (D3) by concluding the result from trail process and writing the final report.

Data Source
1. Documents, textbooks, academic articles and research related to educational administration, transformational leadership, competency development of school administrators, learners' competency in SMT.
2. Seven qualified academics consisting of lectures in Faculty of Education, and school administrators in Satun Province and the Southern Border Provinces.

Methods and Tools
Focus group discussion by online forums, Cisco WebEx Meetings. The tool used for data collection is data record form.

Data Analysis
Analyzed the data obtained from the synthesis of documents and focus group discussion by content analysis.
Step 3: Development of school administrators into transformational leaders model project in upgrading the quality of schools that emphasize the integration of area potential with SMT competencies in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces, and is divided into two phases: 3.1 Developing school administrators to be transformational leaders in the theory and principles of transformational leadership by integrating local needs, which has been carried out through training and sharing of learning in the online system via WebEx Meetings, 2) each school proposes innovative project proposals to the committee to consider requesting budget support as a pilot school (in this regard, 1 school will be selected for each province)

Develop executive innovations to create change based on area potential that integrates with SMT competencies of learners by
3) the committee assesses the feasibility and quality of the project proposal 4) announcement of the results of the innovative prototype schools (4 schools in 4 provinces) 11.1.2. Use a mentoring system to support and empower participants to create changes by 1) establish the coach team from Thaksin university to mentor each school (4 teams for 4 schools) 2) each coach team visit schools at least 2 times to support and energize through mentoring school administrators to create school changing 3) support academic information and coordinate cooperation to bring about changes in 4 prototype schools

Methods and Tools
Collected data via google form survey. Online training via Cisco WebEx Meetings and Zoom Meetings. The tool used for data collection is data record form and project assessment form.

Data Analysis
Analyzed the data by content analysis.
Step 4: Assessment of the success of the project to develop school administrators into transformational leaders who emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces, as in following steps; 4.1 Organize focus group discussion with the school administrators and the teachers from 4 schools that were selected for 4 prototype projects from 4 provinces in Satun, Pattani, Yala, and Narathiwat. 4.2 Garner information from focus group discussion to develop the policy recommendations for improving the quality of schools that emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces and the Institute for the Promotion of Teaching Science and Technology (IPST)

Data Source
four school administrators and four teachers from four schools that were selected for four prototype projects from four provinces in Satun, Pattani, Yala, and Narathiwat.

Methods and Tools
Collected data by focus group discussion. The tool used for data collection is data record form.

Data Analysis
Analyzed the data by content analysis.
Step 5: Developing policy recommendations for improving the quality of schools that emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces and the Institute for the Promotion of Teaching Science and Technology (IPST) by organizing meetings to brainstorm opinions between policy executives, school administrators, and qualified academics.

Methods and Tools
Focus group discussion by online forums, Cisco WebEx Meetings. The tool used for data collection is data record form.

Data Analysis
Analyzed the data by content analysis.

Results
The results of the research can be summarized as follows: 1. Received one curriculum for developing school administrators into transformational leaders who emphasized the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces who received a passing grade in the course certification process. The curriculum for school administrators to become transformational leaders who emphasize the integration of area potential with SMT competencies of learners in the Pilot Education Sandbox, Satun and the Southern Border Provinces cosseted of four objectives as following: 1) To provide participants with transformational leadership in the Education Sandbox Area, Satun Province and southern border provinces 2) To enable participants to lead the development of competency-based curriculum in SMT that is appropriately student-centered.
3) To allow the participants analyze the situation and exchange knowledge and work practices in the Education Sandbox Area.

4) To allow participants to develop curriculum based on science, mathematics and technology competencies.
The results showed that school administrators in the target group of 89 schools had transformational leadership that focused on integrating area potential with SMT competencies of learners in the Education Sandbox project at a high level in overall (X = 4.10, S.D. = 0.85) after joining the project, which was higher than before joining the project. As for the aspect with the highest development, it was the management that encouraged personnel to express their ideas and rationale for performance (+0.42), followed by the management's communication of goals so that the personnel understood the same thing thoroughly, and decentralized executives in decision-making with the same development score (+0.41).

Developed 4 prototype projects in 4 schools in the Pilot Education Sandbox
After considering the project proposal from the participants and selecting four school projects from four provinces, each school got the budget 50,000 Thai Baht (about 1,500 U.S. Dollar) and then developed their project as following: 3.1 Satun Kindergarten School, Satun Province, using a competency-based curriculum in Science, Mathematics, and Technology that integrated with local identity,

1) School Context
Satun Kindergarten School is a famous primary school. The school improved the curriculum to be a competency-based curriculum in the academic year 2019, with the goal; 1. to create students as research students by using research-based projects to integrate all subject groups, focus on RBL learning management by reducing duplication of project indicators, and let students learn by doing, and 2. Make students love their hometown and local community.

2) School Turning Point
The project helps schools develop a competency-based curriculum by integrating scientific processes and SMT into the curriculum.
3) The results of the School's Performance Satun Kindergarten School has a competency-based curriculum certified by the well qualified experts. Students are taught by a competency-based curriculum.
3.2 Ban Kato School, Pattani Province, using a competency-based curriculum for learning in the 21st century.

1) School Context
Ban Kato School is a 100% Muslim school where Malay is the mother tongue. Parents have a career in coastal fishery, making rice crackers and making veils, so they have a low income. The school is aware of the problem of absenteeism. and disinterest in learning of some groups of students in school. Therefore, the school try to adjust the teaching and learning style by opening class for teachers to develop more about teaching and learning management. Moreover, with the expectations of parents who want their children to study to be able to work in Thailand, not in Malaysia.

2) School Turning Point
Ban Kato School has a competency-based curriculum integrated with moral ethics that emphasizes the practice of research-based projects together with the development of professional skills that will allow students to have a career and can generate income. The teaching and learning process was changed to theoretical teaching in the morning and practice classes in the afternoon so the students turn more interested in studying. Students have more statistics on coming to class and also aware of the importance of learning because it is learning from something close to them. It is a meaningful study and it is useful in future careers.
3) The results of the School's Performance Ban Kato School can develop 13 School-Based Curriculum. Teachers have innovations in the form of learning activities that emphasize learner competency. Students have innovations in their work.
3.3 Santitham School, Yala Province, using a research-based project that combines sufficiency economy (Mushrooms Project),

1) School Context
Santitham School is a private school that uses the basic education core curriculum in conjunction with the Islamic studies curriculum. It is a school in the city but the students come from the countryside. Most private schools do not get the opportunity to develop teachers like schools under the Office of the Basic Education Commission or under the municipality, so the school lacks guidelines for implementing the policy of Education Sandbox Act into practice.

2) School Turning Point
The project makes the approach to implementing the innovation area more concrete. It also enables the school to expand on existing research base projects on mushroom cultivation to be more extensive and deeper. Integrating SMT can create value for mushroom cultivation projects by processing into products. Moreover, from the fact that the students did not dare to express their opinions in the classroom at all, turned out to be more assertive students and ready to explain according to the body of knowledge available because it is something close to them. Teaching and learning management is therefore more interesting.
3) The results of the School's Performance Santitham School has a curriculum is in line with the learning from the research-based integrated sufficiency economy project in the education sandbox area in the southern border provinces. Mushroom products are used to extend and generate income in schools and nearby communities.
3.4 Su-ngai Kolok School, Narathiwat Province, using the Halabala Project, which encompasses the natural classroom and development of SMT competencies of learners.

1) School Context
Su-ngai Kolok School is a school on the Malaysian border near the Sankala Khiri mountain range. Therefore, there is a Sirindhorn Swamp Forest and Halabala Forest with many plants. The school therefore has a tissue culture project. Provided to students in the SMTE curriculum at the high school level, students learn from the natural classroom to develop science skills thus making students a winning project from the educational area level to the national level.

2) School Turning Point
The school changed its perspective on tissue culture projects by bringing rare plants to make projects instead to further generate income for students. Integrating SMT subjects into project management by the process of cultured tissue laboratory use of Halabala Forest for the extension of generating income. The school has a good relationship with Valentine Plant Farm, which is a farm of alumni who specialize in plant breeding, which can provide marketing assistance. Therefore, the structure of teaching and learning management has been adjusted to meet the goals as follows: starting from laying foundations on tissue culture for grade 10 students by having grade 11 students as a coach and grade 12 students will seek innovation in developing, maintaining in order to further expand the business 3 The conclusion from focus group discussion between the school administrators and the teachers from four schools that were selected to be prototype schools in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces found that the standardized curriculum can be used to develop school administrators into transformational leaders effectively. The school administrators who participates in the prototype projects have learned transformational leadership focusing on integrating area potential with SMT competencies of learners at high level. They were able to carry out their projects successfully and ultimately affecting the development of their students and schools.
5. This study received policy recommendations to drive schools in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces and the Institute for the Promotion of Teaching Science and Technology (IPST) as follows: 5.1 Schools were confused in the process of implementing the policy response because there were many related development agencies in the area with different guidelines. Therefore, policy makers should ensure distinct and segregated goals for individual development agencies related to the implementation of differentiated policies. 5.2 Personnel in schools and related agencies had different understandings about the Education Sandbox project. Therefore, policy-level agencies, the Ministry of Education, Higher Education Institutions, the Institute for the Promotion of Teaching Science and Technology, Provincial Education offices, Educational Service Area Offices, and related agencies should ensure dissemination of pertinent information and create mutual directional understanding to assure unidirectionality at all levels.
5.3 In the past, relevant agencies had no continuity of guidelines in order to develop schools, so the results were often short-term outcomes and did not cover all dimensions that should have been developed. Therefore, relevant agencies should have long-term policies and continuity action plans to achieve results that cover all dimensions and are sustainable.
5.4 Results of the implementation of this project were positive, enabling schools to develop competency-based curricula integrating SMT with area potential by virtue of leadership change of school administrators, and participation in academic development of personnel in schools. However, practitioners lack experience in applying SMT competency-based curriculum which resulted in integrated area potential in the classroom. In order to produce results clearly with students, the Ministry of Education, Higher Education Institutions, Institute for the Promotion of Teaching Science and Technology, Provincial Education Offices, Educational Service Area Offices, and relevant agencies should coach and mentor the practitioners to support the success of the learners regarding SMT and area potential integration.

Discussion
1. From this research, it was found that the school administrators who had participated in the project could use their knowledge and abilities to manage their schools as transformational leaders. These administrators encouraged stakeholders share their ideas and jointly develop the SMT competencybased curriculum emphasizing integration with area potential in accordance with the context of schools. Each school developed one curriculum which could be successfully implemented.
The above might be due to the turning school administrators into Transformational Leaders Project worked on the basis of theoretical concepts and focused on the needs in accordance with the context of the local area. There were brainstorming sessions from people involved from all sectors, such as academics, experts, administrators and education supervisors of various departments, and these brainstorming sessions were related to education in the four local areas of the study. Therefore, the project truly met the needs of the areas involved. In addition, the course development process used the innovative process of research and development (R&D). Moreover, a 3-day course via an online system was used as a form of training and development, starting with the learning of relevant theories. This gave school administrators and teachers the opportunity to analyze, reflect on the concept and exchange knowledge with experts to lead to practical application in real situations of teaching and learning management according to the context of each school.
2. From this research, it was found that the school administrators in 89 schools in the Pilot Education Sandbox, Satun Province and the Southern Border Provinces successfully remodeled their schools' transformational leadership focusing on integrating local area knowledge with SMT competencies of learners at a high level overall after joining the project.
Arguably, this might be due to this project covering the body of knowledge that must be used to manage schools to bring about changes in order to raise the school level. There are three main contents in learning units: 1) Transformational leadership of school administrators 2) Promotion of learning management based on SMT competencies integrated with local identity, and 3) Integrating ideas into practice: action to create change pilot schools. There was also a workshop on competency-based learning management which has been guided by experts in science and technology courses and teaching. This gave project participants the confidence to implement the process in their schools. Moreover, there was a case study: a model of successful school in education sandbox, Rayong Province. The school administrators and his team presented their experiential ideas. and sharing knowledge about integrating concepts into practice of prototype project in education sandbox.
The school directors were the important factor for school driving, in line with Phoklin (2017) who said that school administrators are an important mechanism and had the greatest influence on the quality of the school, its success or failure. Education depends in part on the administrators. Therefore, administrators are important variables in quality education management. School administrators in the new era in the 21st century must have knowledge, abilities, skills and experiences in educational administration in order to develop schools to be modern. In order to manage schools in accordance with the Education 4.0 era, administrators must adapt and develop leadership to keep up with the changes that occur, especially the development of transformational leadership.
4. The school administrators should use online platforms to communicate with the parents in order to manage SMT competencies of learners effectively.
5. The school administrators should work with other stakeholders such as community, university, and company in order to improve learners' SMT competencies.