A COMPETENCY MODEL FOR LEARNING AREA HEADS AFFECTING LEARNING ACHIEVEMENT OF LEARNERS FOR PRIMARY SCHOOLS IN THE NORTH EASTERN REGION

Abstract

The purpose of this research was to study a competency model for learning area heads affecting learning achievement of learners for primary schools in the Northeastern Region. The research process consisted of 3 phases: The first phase was the theoretical synthesis and the use of Delphi Technique for interviewing 19 experts. The second phase was the confirmation of the developed competency model for learning area heads for primary schools in the Northeastern Region using the Delphi Technique in the 2nd and 3nd rounds. The third phase was the arrangement of the components of the competency model. The research sample consisted of 650 school administrators, learning area heads, and educational personnel. The employed research instruments were a questionnaire to be used with the three rounds of Delphi Technique, and a 5-scale rating questionnaire to collect data form the research sample of 650 school administrators, learning area heads, and educational personnel. The confirmatory factor analysis technique was used to arrange the model’s components and confirm the congruence of theoretical factors of competency model with empirical data. The statistics employed were the mean, standard deviation, median, inter-quartile range, and confirmatory factor analysis using LISREL program. The results were as follows:
1. The competency of the learning area head comprised 7 components: (1) leadership, (2) team work, (3) achievement 0rientation, (4) communication, (5) management, (6) morality and ethics, and (7) creating of motivation.
2. The analysis results of the competency model’s components revealed that the model’s components obtained from the use of the Delphi Technique conformed to the empirical data, with chi-square value of 32.01, with probability value of 0.27 and degree of freedom of 28, CMIN/DF=2.95, RlMSEA = 0.01, GFI = 0.99, AGFI= 0.97, NFI = 0.85, CFI= 0.99. These results implied that the developed competency model had construct validity and conformed to empirical data. It affected achievement of learners by 67.00%