A NEEDS ASSESSMENT AND GUIDELINES FOR EDUCATIONAL MANAGEMENT TO ENHANCE STUDENT’S TRANSFORMATIVE COMPETENCIES IN SANAMBIN SCHOOLS
DOI:
https://doi.org/10.64186/jsp3257%20%20%20Keywords:
Needs assessment, Transformative competencies, Sanambin schools, Guidelines for educationAbstract
This study aimed to 1) examine the current state, the desired state and prioritize the needs for educational management in enhancing student’s transformative competencies in Sanambin schools, 2) propose guidelines for developing such educational management. A mixed methods research design was employed. In the quantitative phase, a questionnaire was used to collect data from 88 administrators and teachers at Sanambin School, selected through stratified sampling. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI Modified). In the qualitative phase, semi-structured interviews were conducted with 10 key informants selected through purposive sampling, and the data were analyzed using content analysis. The findings revealed that the current conditions of educational management for enhancing students’ competencies were overall at a moderate level, whereas the desirable conditions were at the highest level in all aspects. The priority needs analysis indicated that learning environment and support systems had the highest level of need, followed by teacher development and management and professional development, community and stakeholder participation, academic administration, and leadership and school management, respectively. The qualitative findings further suggested that development guidelines should prioritize strengthening learning support systems and enhancing teacher capacity, together with strategic management and the establishment of collaborative networks with external stakeholders. This study contributes a systemic body of knowledge on educational management for developing students’ transformative competencies by employing needs assessment as a basis for determining development priorities. The findings provide empirical evidence that can support the improvement of educational administration in basic education schools with unique contextual characteristics.
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