Competency of Islamic Private School’s Administrators in the Southern Border Provinces

Abstract

This study aimed:  i) to analyze a factor on competency of Islamic Private School’s Administrators in the southern border provinces, ii) to study the perceived levels of competency of Islamic Private School’s Administrators in the southern border provinces, and iii) to compare the differences of levels of competency of Islamic Private School’s Administrators in the southern border provinces based on school sizes. This is a survey. The samples consisting of 500 school personnel were divided into 2 groups. The first group selected for exploratory analysis consisted of 100 samples. They were Administrators, Heads of Academic Affairs and Heads of Human Resources. The second group, comprising 400 samples, were used for a confirmatory factor analysis and a comparison of the differences of levels of competency. They were Administrators, Heads of Academic Affairs, Heads of Human Resources and teachers. The research instrument was the Assessment Scale of Islamic Private School’s Administrator Competency. Data was analyzed based on, percentage, arithmetic mean, standard deviation, One-Way ANOVA, exploratory factor analysis and confirmatory factor analysis.

                The finding shows that competency of Islamic Private School’s Administrators in the southern border provinces are composed of three dimensions i.e. interaction with people, achievement orientation, and visioning capacity. Fit model indices on competency of Islamic Private School’s Administrators in the southern border provinces indicate high congruence of the hypothesized model with the empirical data as χ²/df = 1.407, GFI = .95, AGFI = .93, CFI = .99, RMSEA = .032, and SRMR = .025. The perceived levels of competency of Islamic Private School’s Administrators in the southern border provinces are high in both overall and each aspect of the three. The examination of levels of competency of Islamic Private School’s Administrators in the southern border provinces based on different school sizes – large, middle, and small – shows no significantly difference results.