The Development of an Evaluation Model for Educational Management for Teachers in Small Size Schools

Abstract

This research consists purposes were to analyze the visualization of stakeholders regarding the design and development of an evaluation model for educational management for teachers in small size schools. This study employed a mixed-methods research design, integrating quantitative and qualitative approaches. The research instruments consisted of focus group discussion protocols and questionnaires. The quantitative sample comprised 600 participants, including school administrators, teachers, and educational supervisors, selected through cluster random sampling. In addition, 24 key informants for the focus group discussions were selected using purposive sampling. Data collected from the research instruments were analyzed using descriptive statistics, including mean scores, standard deviations, and the modified Priority Needs Index (PNI_modified). Qualitative data were analyzed through content analysis. Furthermore, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) were conducted using the AMOS software. The result indicated that the stakeholders' visualization for regarding the design and development of an evaluation model for educational management for teachers in small size schools comprises three main components 1) Teachers' learning management 2) School administrator's learning management and 3) Stakeholder participation. The teaching management aspect comprised 6 indicators with factor loading between 0.81-0.86, the school administrator's learning management aspect comprised 5 indicators with factor loading between 0.82-0.85 and the stakeholder participation aspect comprised 4 indicators with factor loading between 0.82-0.87. All indicators had component weights greater than .30. The evaluation model for educational management for teachers in small schools was consistent with empirical data (c²= 10.47, df = 29, P-Value = 1.00, GFI = 1.00, CFI = 1.00, TLI = 1.42, RMR = 0.00, RMSEA = 0.00), and the index of priority needs for educational management for teachers in small schools shows that the aspect of stakeholder participation has the highest necessary demand index.