Achievement-Oriented Competencies Affecting Educational Institute Development toward Sustainability under the Office of the Basic Education Commission

Abstract

The purposes of this study were (1) to evaluate achievement-oriented competencies of school administrators under the Office of the Basic Education Commission, (2) to evaluate the development of educational institutes towards sustainability under the Office of the Basic Education Commission, and (3) to predicted achievement-oriented competencies affecting educational institute development towards sustainability under the Office of the Basic Education Commission. This study was conducted by a quantitative research. Data were collected from 379 school administrators by using questionnaires. The data obtained were analyzed by frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient and stepwise multiple regression analysis. Results showed that (1) On the level of achievement-oriented competencies of school administrators under the Office of the Basic Education Commission, they were rated as high overall. 2) On the level of the development of educational institutes towards sustainability under the Office of the Basic Education Commission, they were rated as high overall. and 3) On the achievement-oriented competencies of school administrators affecting the development of educational institutes towards sustainability in commitment to duty (X1), initiative (X2), decision-making (X4), continuous improvement (X5), and accountability (X3). they were able to jointly forecast the level of the development of educational institutes towards sustainability under the Office of the Basic Education Commission, which was 60.1 percent (R2 = 0.601) and were able to write the forecasting equations in raw scores and standard scores as follows: Y′= 1.099 + .236(X₁) + .228(X₂) +.141(X₄) + .126(X₅) + .063(X₃) and 𝑍′ = .288(Z₁) + .269(Z₂) +.181(Z₄) +.172(Z₅) +.081(Z₃)