COMPONENTS AND INDICATORS OF LEARNING LEADERSHIP OF SCHOOL ADMINISTRATORS IN SARASAS AFFILIATED SCHOOLS WITHIN THE CATHOLIC EDUCATION CONTEXT
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Abstract
This study aimed to: 1) examine the components and indicators of learning leadership among administrators in Sarasas-affiliated schools within the context of Catholic education, and 2) conduct a confirmatory factor analysis of the learning leadership model of administrators in Sarasas-affiliated schools under the Catholic educational framework. The study sought to develop a conceptual structure reflecting value-based administrative identity alongside the development of 21st-century learner competencies. A mixed-methods research design was employed. The sample consisted of 390 teachers selected through stratified random sampling and 9 experts selected through purposive sampling. Research instruments included: 1) a learning leadership assessment record for school administrators, 2) a focus group discussion protocol, and 3) a five-point Likert-scale questionnaire. Data were analyzed using content analysis and confirmatory factor analysis (CFA). The findings revealed that: 1) the learning leadership model comprised six components: Team Learning (TE), Application of Technology (AT), Innovative Learning Development (IN), Learning-Supportive Environment (EN), Creativity (CR), and Catholic Educational Identity (ID), with a total of 27 indicators. These components systematically integrated academic, technological, moral, and pastoral dimensions; and 2) the confirmatory factor analysis demonstrated that the model was consistent with empirical data, with factor loadings ranging from 0.68 to 0.89 (p < .001), indicating strong construct validity and model fit. The model can serve as a framework for developing learning leadership among administrators in Catholic private schools.
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