School Teachers' Strategic Thinking Skills: Cross-Sectional Survey Based on Demographic Factors

Abstract

Education reform programs are implemented as a platform to improve the quality of the education system through continuous quality improvement practices. This study aimed to examine the level of strategic thinking skills and its differences based on demographic (school category) aspects. The cross-sectional survey method was applied in the data collection process.  The research instrument used was the Strategic Thinking Skills questionnaire. A total of 456 respondents were selected using the stratified random sampling method in this study. The results showed that the schoolteachers’ strategic thinking skills were at a relatively high level. There were statistically significant differences in strategic thinking skills in terms of respondents' positions and academic qualifications.  On the other hand, there were no significant differences in the factors of school category, gender, age and teaching qualification. The findings of this study proved that strategic thinking skills have been practiced among school teachers despite varying aspects of implementation.  As such, it should be given due consideration by the stakeholders at the school management level to increase the mastery of strategic thinking skills towards improving teacher professionalism and school improvement.