Indicators for the Cultural Sensitivity of School Administrators
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Abstract
Cultural sensitivity is a significant component of the cultural competence of school administrators. However, there are research gaps in studying indicators for the cultural sensitivity of school administrators. This research aimed to develop indicators for the cultural sensitivity of school administrators and test the consistency of the indicators with empirical data. A sample of 250 school administrators in Songkhla province was selected using simple random sampling. The research instrument used was a 15-question questionnaire developed by the researcher. The indicators in this questionnaire were tested using a content validity index of 1 and an internal consistency reliability of .93. Confirmatory factor analysis was used for statistical analysis for hypothesis testing.
The findings showed that the developed indicators for the cultural sensitivity of school administrators were statistically consistent with empirical data at .001, which passed the consistency reliability analysis criteria (χ2/df = 2.69, TLI = .92, CFI = .94, SRMR = .06, RMSEA = .08). Therefore, it accepted the hypothesis that the developed indicators for the cultural sensitivity of school administrators were consistent with empirical data. The correlation of all indicators between .30 and .74 was positive. This showed that the variables had a positive relationship. The factor loading values of indicators were between .563 and .731, so they were practical significance. The construct reliability value was .92 and the average variance extracted value was .45. It was the value that had sufficiently consistent precision and passeก the criteria. Related organizations can utilize these research results to prepare a school administrators’ cultural competency manual.
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