Administrators Characteristic in VUCA World Effecting Learning Organization of Private Schools in the Lower Northeast 1

Abstract

This research aims to: 1) examine the characteristics of administrators in the VUCA world within private schools in the Lower Northeastern Region 1; 2) analyze the learning organizations of these private schools; 3) investigate the relationship between the characteristics of administrators in the VUCA world and the learning organizations; 4) assess how administrator characteristics in the VUCA world influence learning organizations; and 5) propose guidelines for enhancing the administrator characteristics that impact learning organizations in private schools in the Lower Northeastern Region 1. The study was carried out in two phases. Phase 1 entailed an examination of the traits of administrators within the VUCA environment. The sample comprised 136 private schools located in the Lower Northeastern Region 1. The sample size was established utilizing Krejcie and Morgan’s statistical table, comprising school principals and teachers, with two individuals selected from each school, resulting in a total of 272 respondents. The selection process utilized purposive sampling, subsequently followed by simple random sampling. The research instruments comprised a questionnaire designed to evaluate the characteristics of administrators in the VUCA environment, exhibiting an item-objective congruence index ranging from 0.80 to 1.00, alongside a reliability coefficient of 0.979. The questionnaire evaluating learning organizations exhibited an item-objective congruence index ranging from 0.80 to 1.00, alongside a reliability coefficient of 0.966. Data analysis involved the use of percentages, means, standard deviations, and stepwise multiple regression analysis. Phase 2 entailed an examination of guidelines for cultivating administrator characteristics in the VUCA environment that impact learning organizations, conducted through a focus group discussion with seven experts.

The findings of the research are as follows: The characteristics of administrators in the VUCA world were assessed to be high overall and in individual aspects. The learning organizations of private schools exhibited a high level overall and in specific aspects. The characteristics of administrators in the VUCA world exhibit a positive correlation with learning organizations, with correlation values ranging from moderate to high (r = 0.28–0.69), and this relationship is statistically significant at the 0.01 level. The characteristics of administrators in the VUCA environment that influence learning organizations include learning culture, vision, and communication, with standardized regression coefficients (β) of 0.49, 0.28, and 0.17, respectively. The guidelines for developing administrator characteristics in the VUCA world impacting learning organizations were deemed highly appropriate.