Increasing School Administrator Competency in Indonesia: Determinant Factors to Consider
DOI:
https://doi.org/10.32674/t5wk3m93Keywords:
increasing the competency, school administrative staff, determinant factors, school administratorsAbstract
This study explores the role of school administrative staff and highlights the importance of professional improvement training in the era of the Industrial Revolution 4.0. Using a survey method, data were collected from 775 respondents across various regions in Indonesia. Data analysis was conducted using exploratory factor analysis (EFA). The results identified three core factors of administrative staff competence in Indonesian schools: motivation for competence development, core understanding and foundational skills, and core functional competencies of school administration. These findings underscore the multidimensional nature of school administrative roles, which require not only technical skills and task-based knowledge but also intrinsic motivation for continuous professional growth. The high factor loadings on items related to digital skills and professional self-development suggest that administrative staff are not merely operational support personnel but are essential actors in the broader ecosystem of school effectiveness. Their competencies directly impact the efficiency of school management, the accuracy of data and information systems, and the responsiveness of schools to policy and technological change. The results affirm the relevance of adopting a competency-based approach in managing, training, and supporting school administrative personnel. This study contributes to the literature by offering an empirically validated structure for understanding the competencies required in modern school administrative functions, particularly in contexts undergoing digital and systemic reform.
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