Manuscript received September 29, 2026; accepted October 30, 2026; published November 12, 2026.

Abstract—This research aims to integrate sociology of education and public governance frameworks to provide guidance for teacher education in response to the current challenges facing school administration. Through an interpretive paradigm of qualitative research and the application of documentary analysis, this research addresses the question: “How should teacher education cultivate teachers so that they can become effective school administrators after entering the school system?” The findings indicate that teacher education should actively integrate administrative competencies, governance literacy, and ethical practice, enabling pre-service teachers to develop the knowledge, dispositions, and capacities needed to navigate the complexities of school administration during their preparatory stage. Effective school administrators are not merely executors of policy; they are governance practitioners who, within complex social contexts, value diversity and inclusion, coordinate multiple stakeholders, and uphold an ethic of care as the core of their practice.