Competency of School Administrators Affecting the Moral School Characteristics under the Office of the Basic Education Commission

Abstract

The objectives of this study were to; 1) explore the competency level of school administrators and the characteristics of moral schools under the Office of The Basic Education Commission (OBEC) of the Upper North-Eastern Provincial Cluster 1, and 2) study the competency of the school administrators affecting the characteristics of moral schools in high school level. The research samples included school directors, school deputy directors of academic affairs/heads of the academic department, heads of social studies department/people in charge of the moral school work, chairpersons of the school board/parent representatives/organization representatives/community representatives/experts which totaled 952 persons, of 96 schools. The 40 percent criterion of sampling high schools obtained from the Multi-stage Random Sampling. Meanwhile, the research tools included; 1) questionnaire on high school administrator's core competency, 2) questionnaire on high school administrator's functional competency, and 3) questionnaire on the characteristic of OBEC's moral school. The questionnaires were the Likert's 5-point rating scale. The discrimination scale proposed by Pearson was between 0.40-0.85. The Cronbach's Alpha Coefficient was at 0.991. Data analysis, mean, Standard Deviation (SD), and Enter Multiple Regression Analysis were also applied in this research.

The results showed that: 1) The competency level of school administrators and the characteristics of moral schools under Office of The Basic Education Commission (OBEC) of the Upper North-Eastern Provincial Cluster 1. (1.1) An overall competency of school administrators of high schools was at the highest level. When considering each dimension of performance, personnel competency development was at the highest level; team-working was at the highest level; and analysis, synthesis, and researching were at a high-level, respectively. (1.2)   An overall characteristic of moral school in high schools was at the highest level. When considering each dimension of performance, a gratitude was at the highest level; moral ideology was at the highest level; and innovative knowledge on morality and ethics and class integration was at a high-level, respectively. 2) The competency of school administrators affected the characteristics of moral school in high schools under the OBEC were significantly different at 0.5 level in 6 variables including (1) achievement motivation; (2) self-development; (3) collaboration; (4) synthetic analysis and researching; (5) communication and persuasion; and 6) organization management. Meanwhile, the competency of school administrators affected the characteristics of moral school in high schools was significantly different at .01 level in 3 variables including (1) service mind; (2) personnel competency development; and (3) having vision. The stated 9 variables that illustrated the competency of school administrators affected the characteristics of moral school in high schools were at 62.50 percent.

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