Enhancing Principals’ Physical Education Managerial Competence: An ADDIE-SDGs Model with AI and Grit

Abstract

Introduction: Effective training for school principals of physical education is essential to enhance their managerial competencies, which directly impacts school performance and educational quality. Traditional training models often lack integration of strengths-based and resilience-building approaches, which are critical in today’s dynamic educational environment. The ADDIE framework, combined with Appreciative Inquiry (AI) and Grit, offers a comprehensive approach to developing sustainable leadership competencies aligned with global development goals.

Objective: This study aims to develop a Sustainable Development Goals (SDGs)-oriented training management model for school principals based on the ADDIE framework, integrated with Appreciative Inquiry and Grit, to improve their managerial competencies.

Methods: Using a Research and Development (R&D) approach with a mixed-methods design, qualitative data were collected through expert interviews, focus group discussions, and observations. Quantitative data were analyzed via validity testing, paired-sample t-tests, and N-Gain Score calculations. Participants were high school principals from North Sumatra Region I Education Office, selected purposively.

Results: The developed SDGs training management model demonstrated high validity with an Aiken’s V of 0.90. The model significantly improved managerial competencies, evidenced by an N-Gain Score of 0.73, categorized as high. The Appreciative Inquiry component fostered strengths-based leadership, while the Grit element enhanced resilience and perseverance in addressing managerial challenges. Findings suggest that integrating ADDIE with AI and Grit creates a flexible and effective physical education training model that promotes sustainable leadership development. This approach contrasts with conventional problem-focused training by emphasizing positive capacities and resilience, aligning with contemporary educational leadership needs. The model’s adaptability and digitalization potential further enhance its applicability across diverse educational contexts.

Conclusions: The study successfully developed and validated an innovative SDGs-oriented training management model for school principals that integrates ADDIE, Appreciative Inquiry, and Grit. This model effectively enhances managerial competencies by fostering strengths and resilience, offering valuable guidance for policymakers and educational institutions aiming to strengthen principal leadership