Abstract

This study aimed to develop a model of administrative competence for administrators of private Islamic schools within a multicultural context and to evaluate the appropriateness of the model for practical application. The research employed the Delphi technique and was conducted in five phases. Phase 1 involved qualitative interviews with 25 experts to identify key components of administrative competence. In Phase 2, experts categorized competencies into six domains with 112 indicators, which were refined to 94 items through consolidation and expert validation. Phase 3 was a quantitative stage where specialists in educational administration, Islamic studies, research, and evaluation reviewed the questionnaire. All experts agreed on the content, making minor adjustments for clarity and consistency. Phase 4 involved developing a five-point rating scale questionnaire to assess expert consensus. Results showed strong agreement, with a median score of 5.00 and an interquartile range between 0.00 and 1.00, indicating high consistency among experts. In Phase 5, teachers and school administrators evaluated the model’s suitability for real-world implementation. The findings confirmed that the model was highly appropriate and applicable in practice. The final model identified six core areas of administrative competence: (1) leadership development, (2) strategic thinking, (3) management skills, (4) awareness and understanding of Islamic culture, (5) technological proficiency, and (6) community relationship-building. Overall, the study produced a validated and practical model for strengthening administrative competence among private Islamic school administrators in multicultural settings.

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