Abstract

This study examines the managerial staff capacity within primary schools in Vietnam’s Southeast Region in the context of the country’s ongoing educational reforms. Recognizing that effective leadership is essential for implementing the 2018 General Education Program, the research investigates five core competencies—cultural, administrative, pedagogical, social, and change management. Utilizing a mixed-methods approach involving surveys and interviews with 390 managerial staff and 90 education officials, the study reveals moderate competency levels across all dimensions, with strengths in compliance and internal communication, but weaknesses in strategic vision and external engagement. The findings confirm significant relationships between these competencies and education innovation outcomes, supporting the proposed conceptual model. The study contributes to the literature by integrating theoretical frameworks such as Schein’s organizational culture, Kotter’s change management, and instructional leadership to assess reform-readiness. Recommendations are offered for policy-makers and educators to design targeted professional development programs that enhance school leadership capacity and support sustainable educational transformation in rapidly changing urban environments.

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