A Factor Analysis of Educational Leadership in the BANI World for School Administrators under the Office of the Basic Education Commission in the Central Region

Abstract

This research aimed to analyze the components of educational leadership in the BANI World era among school administrators under the Office of the Basic Education Commission (OBEC) in the Central Region. The study employed a mixed-methods research design. For the qualitative phase, data were collected through a review of relevant documents and in-depth interviews with six key informants selected via purposive sampling. The research instrument utilized was a semi-structured interview form, and the data were analyzed using content analysis. For the quantitative phase, the research sample consisted of 397 schools under the OBEC in the Central Region, selected by proportional stratified random sampling. Key informants, obtained through purposive selection, comprised 397 school administrators (one per school) and 794 teachers (two per school), bringing the total to 1,191 informants. The research instrument was a 5-point rating scale questionnaire. Quantitative data were analyzed using Exploratory Factor Analysis (EFA), with factor extraction performed via Principal Axis Factoring (PAF) and orthogonal rotation using the varimax method.

The findings revealed that educational leadership in the BANI World era for school administrators should encompass the capacity for resilience and adaptive flexibility, transparent communication, innovation cultivation and experimentation, future-oriented vision, digital technology integration and continuous professional learning, as well as collaborative network development and multi-stakeholder engagement. These characteristics reflect the imperative for school administrators to effectively navigate the fragility and complexity inherent in the BANI World context. Specifically, educational leadership in this era consists of six components: 1) Resilience and Adaptability Leadership, 2) Relational and Transparency Leadership, 3) Innovation and Experimentation Leadership, 4) Visionary and Future Scanning Leadership, 5) Digital Leadership and Continuous Learning Leadership, and 6) Networking and Stakeholder Engagement Leadership. The standardized factor loadings ranged from 0.588 to 0.847, which were statistically significant at the .01 level. Together, these components accounted for 62.590 percent of the total variance in educational leadership within the BANI World context. The identified components were deemed appropriate, accurate, feasible, and highly applicable for defining and developing educational leadership for school administrators navigating the BANI World era.