SECONDARY SCHOOL ADMINISTRATORS’ COMPETENCIES TOWARDS A LEARNING ORGANIZATION IR 5.0 MODEL

The purpose of this quantitative study was to investigate the skills of secondary school administrators toward a Learning Organization IR 5.0 Model and to determine the magnitude of these skills, what effect having a shared vision on learning organizations as a mediating variable may have on the skill levels of the administrators, plus, if the Office of the Basic Education Commission (OBEC) provides any influence over them. A total of 37 secondary school administrators were used to gather data for this study, which was analyzed using one-sample t-test, ANOVA, and regression. The results indicated that the level of ability of the secondary school administrators (Mean = 3.9189) and the level of Learning Organization IR 5.0 practices of the administrators (Mean = 3.9189) were both statistically significantly above average, with a very close clustering of responses, as shown by standard deviations of less than 1.00. One-sample T-test analysis of these results demonstrated that both means of responses to the items on the instruments were significantly greater than 3.5. The ANOVA results indicated no significant mediating influence from shared vision on the skills of secondary school administrators. Further analysis indicated that OBEC exerted a significant moderating influence on Learning Organization IR 5.0, strongly suggesting that the administrative practices, policies, and governance structures of the respective institutions strongly affect administrators' ability to enact Learning Organization IR 5.0 practices. However, OBEC did not demonstrate any significant influence on the administrators' skills. Regression analysis indicated that Learning Organization IR 5.0 accounted for only 0.9% of the variance in administrators' skills and was therefore not a significant predictor of administrator competency, suggesting that it could not be the sole predictor of competency. From these findings, the conceptual framework was left intact, placing OBEC as a Moderator on the Learning Organization IR 5.0 and the shared vision as a mediator of the administrators' competencies, although not statistically significant. Therefore, although the competencies and the Learning Organization IR 5.0 are demonstrated to a high degree, they do not currently appear to predict direct or mediated relationships between them, and the Learning Organization IR 5.0 paradigm, as a model for education, requires further research.