Factor Analysis of the (Educational Administration) Scale for Physical Education Teachers in the Middle Schools of the Najaf Governorate
Assist. Prof. Dr. Ghassan Mohammed Abdel-Sadah(1), Lec. Dr. Mahmoud Nasser Radhi(2) ,MuqdadMahdeMuslm(3)
(1) Faculty of Physical Education and Sports Sciences / University of Kufa, Iraq.
(2) Faculty of Physical Education and Sports Sciences / University of Kufa, Iraq.
(3) Master. Student.Faculty of Physical Education and Sports Sciences / University of Kufa, Iraq.
The purpose of this paper isto identify the simple factorial construction of indicators for measuring (educational administration) for physical education teachers in the Najaf Education Directorate and devising an estimated equation for the level of teachers in this component (educational administration). The use of the descriptive approach and the identification of the research community with the privacy of physical education teachers, who numbered (145) teachers. Satisfactory and acceptable results, including the following conclusions: (3) independent factors were extracted from the analysis process to find out the inter-correlations (between the candidate items for the scale) in question, The importance of the factors extracted from the analysis was manifested in their arrangement and composition, and in light of the importance of the extracted factors and the values of the paragraphs saturated with them, an estimated equation was developed for the values obtained by teachers on the (educational administration) scale.
The educational administration is one of the most important administrative processes in the human and societal interaction, especially what is going on in all the folds of the educational institution and what is affected by it and what affects it, and for clarification, we say the department of Education is similar to the Public Administration in terms of meaning and style of work, as the former seeks to make the decision and implement it as fully as possible.
In order to achieve the education system in the performance of its mission, which is to educate young and old, prepare them for life in society and provide the necessary human forces to advance the movement of life in it, achieve its near and far goals and achieve the goals of its members. However, it differs from it in terms of the management of education, which is derived from the nature of the individuals that you raise and teach, while the administration in other fields is derived from different matters from what is the case in education. Thus, management, in order to be a job, must differ from one institution to another and from one field to another depending on the nature of the work. The method of managing work in industrial establishments differs from it in commercial and military establishments it in education.. Thus, the management of any type of these establishments does not agree with each other except in broad lines only, and under these broad lines, we find finer details...
Hence, there are Different levels of educational management are derived from the nature of education itself, starting from the most general level and graduating after that to end at the most specific level. These levels are:
- The educational administration at the national level (the Education Secretariat) is concerned with setting the philosophy and general objectives of education, defining curricula and general supervision of all educational operations.
- Educational administration at the local or regional level (main and subsidiary educational departments) and is concerned with implementing public policy, educational philosophy and curricula, distributing books, tools and teaching aids, and supervising local education operations according to the general plan.
- School administration, which is the actual procedural level of the previous two processes, which the school applies in practice(1).
The foregoing shows us a starting point for the concept of educational administration and its meaning, so we will touch on some other definitions of it so that the true picture of the general meaning of educational administration is clear.
Building the requirements of the educational administration elements enables the researchers to provide an easy, simple and uncluttered standard method, given the specific variables that can result from the factor analysis, and then focus and control them. As a result, the interest in them is an indirect interest in the rest of the requirements (variables) that were not filtered as a result of the correlations that the factor analysis process summarizes for us in the form of a specific factor or factors. And a procedure increases the sobriety of the results of this factor (variable). From all this comes the importance of this research through its statement of the level of quality of our educational institutions compared to Arab and international educational institutions.
The research problem is limited to the fact that the process of disclosing the quality standards followed in them and how close they are to the ranks of international quality standards is one of the scientific foundations that are due in them. For teachers of physical education in their work, such a problem requires standing up to it, and trying to find solutions to it, if it is diagnosed and analyzed, so there must be a measure of educational administration, built in a scientific way, which in turn imposes a kind of special variation in the matrix of interconnections to the management axes educational. This will inevitably determine the problem of the research in the question about the form of the simple factorial construction, which can appear in the players? And any of the variables of educational administration, which can be provided by the global construction of abbreviated indicators.
- Identify the simple factorial structure of measurement indicators (educational administration) for teachers of physical education.
- Devise an estimation equation for the level of educational administration, which physical education teachers must have.
- The indicators of the educational administration scale, used in the research, can be collected in the form of identifiable factors, which they can represent, hypothetically in light of the reference framework for research in the axes (administrative leadership, strategic planning, focus on students, measurement and analysis, information management, human resources management and development, operations management educational institution performance results).
- Human field: physical education teachers in secondary schools in Najaf Governorate.
- Time field: the period from 15/1/2021 to 15/5/2021
- Spatial field: private secondary school buildings in Najaf Governorate
Research methodology and field procedures:
The descriptive approach was used in its correlative style to suit the nature of the research Community and sample research:
The research sample was determined by physical education teachers in schools (intermediate, preparatory, and secondary) in the Najaf Governorate, as the total number of the sample was (200) individuals, which was the triangle of the original community. 25%), and the construction sample amounting to (150) individuals at a rate of (75%), and the application sample was the sum of the two samples (the exploratorysample and the construction sample).
Field research procedures:
- In order to build a measuring tool (educational administration) for physical education teachers in the study sample, researchers must nominate the elements (axes) of the educational administration scale to be used in the factor analysis processes. For this, it was relied on surveying many theoretical and source references, especially the previous standards of (Muhammad Jassim Al-Obaidi and others) (1) As well as previous studies whose owners built administrative standards, administrative creativity and organizational excellence, as in the study of (Ghassan Muhammad) (2) and the study of (Yasser Ali Hussein) (3). From all this and in light of the theoretical definition of educational administration, the following axes were proposed: (Administrative leadership, strategic planning, focus on students, measurement, analysis and information management, human resources management and development, operations management, educational institution performance results).
- To indicate the validity of the candidate axes for the (Educational Administration) scale, some experts and specialists were surveyed, as well as the relative importance of each of them. 10 phrases), strategic planning (7 phrases), student focus (6 phrases), measurement, analysis, information management (15 phrases), human resource management (14 phrases), operations management (18 phrases), and educational institution performance results (30 phrases). And with a total sum of the scale of (100 items) or items.
- The initial formula for the expressions of the Educational Administration Scale was developed in a manner in which the researchers adopted the (Likert scale) in the response and on the alternatives of its range (zero - 10). Then they confirmed the validity of these statements, the integrity of their text, and their affiliation with their original axes.
- After completing the development of the initial formulas for the scale with the degree of instructions on its application with the development of the scale of assessment (the scale of assessment), the exploratory experiment was conducted on (50) teachers, they were asked to write down their notes in writing on the phrases (paragraphs) that are not understood, and after their discussion, it was found that they understand Most of the paragraphs, with clarification for some of them, and no need to modify any of them. This experiment was conducted on (20/2/2021) and lasted for a week. The response time for each player took average of (20) minutes.
- In order to achieve the purpose of the process of applying the scale with its paragraphs (100) on the construction sample of (150) teachers, it is necessary to analyze the answers
statistically, and select the good ones from them with the dimensions of the invalid ones and according to many indicators, including the discriminatory ability and the scientific foundations of the paragraphs of the scale for the purpose of preface for the final version of the scale. The scale was applied to a group of (200) teachers, on (1/3/2021) for a month and a half. Thus, the scale is ready for the analytical construction process.
Arithmetic mean, standard deviation, standard error,theskewness, the simple correlation coefficient, and the Factor analysis using the principal components method.
Presentation, analysis and discussion of results:
First: the matrix of inter-paragraph associations
Both Wadih Yassin (5) and Mahfouz Judeh(6), indicate that factor analysis begins by building a new set of specific variables on the relationships in the correlation matrix, as it transforms the set of variables into a new set of complex variables or basic components that are not highly correlated with each other. Putting linear fits of the variables on the basis of the factors that result from calculating the variance in the data set as a whole, and the best fit for the first basic components constitutes the first factor, and the first best fit for the second basic components of the unaccounted variance change in the first factor determines the second factor, and there can be a factor Third and fourth, the process continues and so on until all the variances are calculated, so the researcher used the raw scores to obtain the inter-correlations of the variables by Spearman’s simple correlation equation, and it resulted in (4753) correlations, as the number of the research sample members was (200), so the values of the coefficient ranged The correlation that is between (0.491 - 0.940) It is clear that all the values of the correlation coefficients of the paragraphs on the scale to which they belong are statistically significant at the level (0.01).
Second: Primary factors before rotation
The purpose of factor analysis is to explain the observed correlations between variables in light of the fewest possible number of factors, and the factors are a method of collective description (7). It deals with the interpretation of the research factors in the nature of the factors, their origin and the extent of their independence or association. Each of the factor analysis methods takes a specific position for the reference factors, so rotating the factors to specific positions makes it easier to interpret and compare these factors in the analytical methods of the data themselves (5), and these factors are called direct factors, meaning that we cannot explain to them unless they are rotated (8), Therefore, the researcher followed the (Hottling Principal Components) method in the factor analysis because it is (a method that extracts the maximum correlational variance of the matrix) (9), and this method is characterized by its acceptance of the test of Henry Kaiser (H.kaiser). Which (stops the extraction of factors when their potential root is less than one) (10), and accordingly the results of the factor analysis showed that there are six accepted factors where the Eigenvalue of the potential root is greater than one and that these factors have explained a total of (92,943) %) of the total variance, while the rest of the factors that did not achieve the minimum value of the latent roots (one true) were neglected, and Table (1) illustrates this.
Table (1) shows the values of the latent roots, the percentage of variance, and the cumulative variance of the results of the application of the administrative development scale and the factors extracted.
(sampl e values)
(significanc e of factors
(Cumulativ e %)
Factors (sampl e values)
(significanc e of factors
(Cumulativ e %)
1 70.859 72.305 72.305 1 70.859 72.305 72.305
2 11.103 11.329 83.634 2 11.103 11.329 83.634
3 4.075 4.158 87.792 3 4.075 4.158 87.792
4 2.484 2.534 90.327 4 2.484 2.534 90.327
5 1.523 1.554 91.881 5 1.523 1.554 91.881
6 1.041 1.062 92.943 6 1.041 1.062 92.943
7 0.771 0.786 93.729 - - - -
8 0.703 0.717 94.447 - - - -
9 0.647 0.660 95.107 - - - -
10 0.581 0.593 95.700 - - - -
11 0.421 0.429 96.129 - - - -
12 0.387 0.395 96.524 - - - -
13 0.356 0.363 96.887 - - - -
14 0.324 0.331 97.219 - - - -
15 0.280 0.286 97.505 - - - -
16 0.239 0.244 97.749 - - - -
17 0.204 0.208 97.957 - - - -
18 0.190 0.194 98.151 - - - -
19 0.177 0.181 98.332 - - - -
20 0.143 0.146 98.478 - - - -
21 0.126 0.128 98.606 - - - -
22 0.111 0.114 98.720 - - - -
23 0.095 0.097 98.817 - - - -
24 0.086 0.087 98.904 - - - -
25 0.076 0.078 98.982 - - - -
26 0.071 0.073 99.055 - - - -
27 0.071 0.073 99.127 - - - -
28 0.059 0.060 99.187 - - - -
29 0.052 0.053 99.240 - - - -
30 0.047 0.048 99.288 - - - -
31 0.042 0.043 99.331 - - - -
32 0.040 0.041 99.372 - - - -
33 0.038 0.039 99.412 - - - -
34 0.036 0.037 99.449 - - - -
35 0.034 0.035 99.484 - - - -
36 0.031 0.031 99.515 - - - -
37 0.028 0.029 99.544 - - - -
38 0.027 0.028 99.572 - - - -
39 0.026 0.027 99.599 - - - -
40 0.024 0.025 99.624 - - - -
41 0.023 0.023 99.647 - - - -
42 0.021 0.021 99.669 - - - -
43 0.020 0.020 99.689 - - - -
44 0.020 0.020 99.709 - - - -
45 0.019 0.019 99.728 - - - -
46 0.018 0.018 99.738
47 0.017 0.017 99.738
48 0.016 0.017 99.745 - - - -
49 0.016 0.017 99.761 - - - -
50 0.015 0.016 99.777 - - - -
51 0.014 0.015 99.792 - - - -
52 0.014 0.014 99.806 - - - -
53 0.013 0.014 99.820 - - - -
54 0.013 0.013 99.833 - - - -
55 0.012 0.012 99.845 - - - -
56 0.011 0.011 99.855 - - - -
57 0.010 0.011 99.866 - - - -
58 0.010 0.010 99.876 - - - -
59 0.009 0.010 99.886 - - - -
60 0.009 0.009 99.895 - - - -
61 0.008 0.008 99.903 - - - -
62 0.008 0.008 99.911 - - - -
63 0.007 0.007 99.918 - - - -
64 0.006 0.007 99.924 - - - -
65 0.006 0.006 99.931 - - - -
66 0.006 0.006 99.937 - - - -
67 0.006 0.006 99.942 - - - -
68 0.005 0.005 99.947 - - - -
69 0.005 0.005 99.952 - - - -
70 0.005 0.005 99.957 - - - -
71 0.004 0.004 99.961 - - - -
72 0.004 0.004 99.966 - - - -
73 0.004 0.004 99.970 - - - -
74 0.004 0.004 99.973 - - - -
75 0.003 0.003 99.977 - - - -
76 0.003 0.003 99.980 - - - -
77 0.003 0.003 99.983 - - - -
78 0.003 0.003 99.985 - - - -
79 0.002 0.002 99.988 - - - -
80 0.002 0.002 99.990 - - - -
81 0.002 0.002 99.992 - - - -
82 0.002 0.002 99.993 - - - -
83 0.002 0.002 99.995 - - - -
84 0.001 0.001 99.996 - - - -
85 0.001 0.001 99.997 - - - -
86 0.001 0.001 99.998 - - - -
87 0.001 0.001 99.999 - - - -
88 0.001 0.001 99.999 - - - -
89 0.000 0.001 100.000 - - - -
90 0.000 0.000 100.000 - - - -
91 0.000 0.000 100.000 - - - -
92 0.000 0.000 100.000 - - - -
93 0.000 0.000 100.000 - - - -
94 0.000 0.000 100.000 - - - -
95 0.000 0.000 100.000 - - - -
96 0.000 0.000 100.000 - - - -
97 0.000 0.000 100.000 - - - -
98 0.000 0.000 100.000 - - - -
99 0.000 0.000 100.000 - - - -
100 0.000 0.000 100.000 - - - -
The following is the matrix of primary factors before rotation in table (2), which shows that six factors have been accepted, while the rest of the factors have been neglected.
Table (2) shows the matrix of prime factors before rotation.
No. 1 2 3 4 5 6
Q1 0.678 -0.394 Q2 0.538 -0.303 Q3 0.727 -0.330 Q4 0.630 0.611 Q5 0.945
Q6 0.884 -0.302
Q7 0.862 -0.317 Q8 0.933
Q10 0.673 -0.474 0.301 0.326
Q11 0.881 -0.365 Q12 0.850 -0.425 Q13 0.909
Q14 0.872 -0.335 Q15 0.814 0.380 Q16 0.863
Q17 0.950 Q18 0.928
Q19 0.751 0.600 Q20 0.902
Q21 0.899 Q22 0.890
Q23 0.829 0.318 Q24 0.951
Q25 0.867 0.353 Q26 0.909
Q27 0.649 -0.467 0.354 Q28 0.801 -0.437
Q29 0.678 0.640 Q30 0.806 0.459 Q31 0.879 -0.370 Q32 0.935
Q33 0.744 -0.471 Q34 0.949
Q35 0.860 -0.399 Q36 0.798 -0.401 Q37 0.918
Q38 0.876 -0.335
Q40 0.823 -0.456 Q41 0.902
Q42 0.943 Q43 0.910 Q44 0.947 Q45 0.923 Q46 0.932 Q47 0.894 Q48 0.951
Q49 0.752 -0.462 Q50 0.801 -0.450
Q51 0.637 0.657 0.314 Q52 0.907
Q53 0.945 Q54 0.919
Q55 0.828 0.333
Q57 0.622 0.656 0.315 Q58 0.589 0.647 0.346 Q59 0.932
Q60 0.937 Q61 0.900
Q62 0.673 -0.474 0.301 0.326
Q63 0.758 -0.490 Q64 0.860 -0.394 Q65 0.846 -0.430 Q66 0.930
Q67 0.767 0.483
Q68 0.926 Q69 0.942
Q70 0.492 0.628 0.461 Q71 0.857 -0.414
Q73 0.621 0.665 0.343 Q74 0.834 -0.387
Q75 0.736 0.316 0.472 Q76 0.917
Q77 0.941 Q78 0.929
Q79 0.605 0.644 0.319 Q80 0.422 0.599 0.482 Q81 0.893
Q82 0.895 Q83 0.952 Q84 0.910 Q85 0.951 Q86 0.853 Q87 0.916 Q88 0.925
Q89 0.803 0.523 Q90 0.761 0.579 Q91 0.852 0.406 Q92 0.896
Q94 0.828 0.312
Q95 0.823 0.433 Q96 0.946
Q97 0.929 Q98 0.895 Q99 0.944 Q100 0.921
Third: Estimating the final solution (matrix of factors after rotation)
The process of factor rotation is an essential step to reach the productive factors in a simple and regular way (7), and the researchers used orthogonal rotation in the Kaiser varimax method because it leads to the best solutions that meet the characteristics of the simple structure of Thurston (11). The simple construction means getting rid of negative saturations as much as possible and increasing the number of values close to zero (12), and the goal of orthogonal rotation is to obtain significant factors that do not change from one analysis to another even though this rotation It is based on doctrinal considerations that differ according to the purpose of the research (13), the saturation is the simple correlation coefficient between the component (or factor) and the variable, and if the saturation of a particular factor is greater than 0.3, the variable that is related to it helps in describing it well (6), and in the study, The current value was adopted as a minimum to accept the saturation of the paragraphs, on the other hand, the researcher adopted the acceptance of the factor on which three or more paragraphs were saturated.
It was found through the matrix of factors after rotation that only four factors can be extracted through the analysis, as three or more of the 100 scale items were saturated with
them, while the fifth, sixth and seventh factors were excluded, and thus the scale includes four factors as shown in table (3).
Table (3) shows the matrix of prime factors after rotatio.
No. 1 2 3 4 5 6
Q1 0.790 Q2 0.601 Q3 0.729
Q4 0.507 0.699
Q5 0.502 0.763 0.353
Q6 0.518 0.465 0.633
Q7 0.755 0.345 0.397
Q8 0.611 0.521 0.476
Q9 0.672 0.441 0.511
Q10 0.831 0.476
Q11 0.836 0.344 Q12 0.892
Q13 0.740 0.395 0.448
Q14 0.814 0.341
Q15 0.390 0.690 0.441
Q16 0.830 0.389
Q17 0.538 0.689 0.304
Q18 0.487 0.735 0.408
Q19 0.543 0.789
Q20 0.396 0.613 0.492
Q21 0.570 0.461 0.602
Q22 0.320 0.775 0.317 0.316
Q23 0.716 0.492
Q24 0.525 0.733 0.317
Q25 0.575 0.590 0.395
Q26 0.740 0.395 0.448
Q27 0.799 0.512
Q29 0.400 0.866
Q30 0.485 0.708 0.335
Q31 0.844 0.341
Q32 0.668 0.493 0.433
Q34 0.536 0.694 Q35 0.880 0.322 Q36 0.868
Q37 0.519 0.565 0.516
Q38 0.487 0.470 0.652
Q39 0.516 0.720 Q40 0.917
Q41 0.370 0.726 0.383
Q42 0.499 0.758 0.363
Q43 0.602 0.463 0.569
Q44 0.572 0.631 0.341
Q45 0.481 0.728 0.418
Q46 0.932 Q47 0.894
Q48 0.527 0.729 0.313
Q49 0.895 Q50 0.891
Q51 0.312 0.908
Q52 0.737 0.402 0.421
Q53 0.514 0.703
Q54 0.680 0.439 0.472
Q55 0.484 0.305 0.719
Q56 0.391 0.623 0.570
Q59 0.422 0.712 0.368 0.312
Q60 0.629 0.524 0.447
Q61 0.352 0.806 0.365
Q62 0.831 0.476
Q64 0.878 0.323 Q65 0.896
Q66 0.454 0.693 0.405
Q67 0.515 0.763
Q68 0.442 0.774 0.366
Q69 0.547 0.632 0.372
Q71 0.883 0.307 Q72 0.509 0.703
Q74 0.835 0.303
Q75 0.424 0.788
Q76 0.463 0.730 0.420
Q77 0.474 0.709 0.354
Q78 0.598 0.518 0.468
Q81 0.667 0.407 0.526
Q82 0.338 0.811 0.367
Q83 0.544 0.692
Q84 0.750 0.373 0.419
Q85 0.552 0.678
Q86 0.337 0.691 0.490
Q87 0.404 0.742 0.324
Q88 0.699 0.445 0.450
Q89 0.630 0.688
Q90 0.568 0.757
Q91 0.583 0.624 0.358
Q92 0.413 0.620 0.518
Q93 0.707 0.401 0.488
Q94 0.457 0.730
Q95 0.431 0.727 0.388
Q96 0.508 0.733 0.352
Q97 0.490 0.734 0.407
Q98 0.338 0.811 0.367
Q99 0.501 0.744 0.359
Q100 0.361 0.701 0.333 0.462
Extracting the results of the analysis and building the expressions of the (educational administration) scale for physical education teachers
In order to give the factors that were reached after orthogonal rotation sure scientific support and a more easy and understandable explanation, the researcher was keen to observe some of the basic conditions for accepting and interpreting the factors as confirmed by previous studies and literature, which are:
- Follow Thurston's instructions, which include (economy in the global description of unique aspects, divergent ramifications of factors, and meaningful interpretations) (14). - The factor on which at least three significant clauses are saturated is accepted, provided
that the saturation is not less than (0.30) or equal to.
Interpretation of the first factor:
The number of paragraphs that were saturated with the first factor was (38) paragraphs, their saturation degrees ranged between (0.60 -0.92) and the following is table (4), which included the paragraph number, content and degree of saturation.
Table (4) shows Paragraphs that are saturated on the first factor.
No. Paragraphs Paragraph content degree of
The organization is concerned that all employees are aware and familiar with the concepts of total quality
The organization works to integrate modern technology and organized knowledge within the design of work systems
The Foundation forms a committee to study the employees’ ideas and work to develop them
The organization directs to
constantly improve the work of each department
5 Q12 Determine the educational mission 0.89 4
that the educational institution aspires to implement
Evaluation of the institution as research competitions among workers in their field of specialization
The organization works to protect the technology used in
communication to be secure and reliable in the transmission of data
Make beneficiaries (students, teachers, parents) sources of
information for educational decision- making
The educational institution has a specialized staff with experience in electronic devices
10 Q62 The institution defines a work
system for each of its departments. 0.88 5
The organization engages all administrative levels in continuous improvement processes
The institution involves parents in meetings to know the reality of the student from his social environment
The educational institution follows a scientific methodology in its
The organization provides training courses on how to use knowledge management processes
15 Q72 The organization achieves loyalty
from its employees 0.84 7
The Foundation has scientific administrative mechanisms to confront the crises that get in its way
The institution builds an educational organizational structure and in the principles of total quality
The educational institution allocates the material and human resources necessary to implement its strategic plans
The institution takes into account (accuracy, honesty, timeliness) in communicating data and information
20 Q1 The organization has clear and 0.79 11
specific visions for the future
The institution relies on periodic review of the performance of its leaders
The educational institution depends on the plans that it develops in relation to its strategic objectives
The institution uses modern and easy means of communication to
communicate and obtain data and information
The organization cares about workers by providing rights (material, moral, health, legal)
The organization seeks to
communicate with employees and share their plans
The Foundation grants sabbatical leave to its members (teachers, administrators) according to specific and clear criteria.
The Foundation focuses on the quality of its graduates to compete in the needs of various community institutions
The institution provides a budget for development in line with the number of employees in the institution
29 Q9 The organization relies on real facts
when making decisions 0.67 18
The Foundation motivates schools to use technological display devices (Datachu) and others
The organization owns the results of the levels and capabilities of its human resources
The Foundation is interested in developing special strategies to take advantage of information technology in school activities
33 Q6 The organization works on matching
goals, plans and methodology 0.63 19
It adopts the continuous periodic calendar of employees to achieve continuous improvement
35 Q8 The Foundation aims to integrate
with other community institutions 0.61 20
36 Q2 The Foundation abides by the laws 0.60 21
and instructions to strengthen its legal position
The Foundation makes great efforts to develop the spirit of teamwork among its members
The institution maintains results of the educational system's level of effectiveness and emergency preparedness
By examining the paragraphs that make up the first factor, more than one paragraph in it crosses the domains (first, second and fifth) of the educational management scale, and in light of the paragraphs, this first factor was called (strategic leadership to control performance).
Interpretation of the second factor:
The number of paragraphs that were saturated on the second factor was (38) paragraphs, their saturation degrees ranged between 0.56 (-0.83) and the following is table (5), which included the paragraph number, content and degree of saturation.
Table (5) shows Paragraphs that are saturated with the second factor.
No. Paragraphs Paragraph content degree of
The institution relies on fixed scientific standards to measure the comprehensive work plan and the extent of its coverage of various activities
2 Q59 The institution uses statistical methods to
control the educational quality 0.81 2
The Foundation supports school
administrations in developing their leaders and employees
The institution seeks to include different languages in its curricula to develop its educational outcomes
The Foundation is concerned with the issue of complaints of students and parents and seeks to find appropriate solutions for them
The institution has specific procedures and scientific bases for designing new work systems
7 Q5 Involve subordinates in decision making and
problem-solving 0.76 5
Employees are selected on scientific and objective bases that take into account the interest of the institution
9 Q82 The Foundation sets models to know the
needs of society and work to achieve them 0.75 6 10 Q18 It seeks to measure its educational outcomes 0.74 7
and meet the requirements of other community institutions
The administration of the institution works to achieve coordination and cooperation
between its management and the departments of other educational institutions
The Foundation is interested in educational guidance programs because of their impact on the quality of outputs
The organization relies on modern and diverse performance measures that make responding to change and development easy and fast
The Foundation invests in developing the knowledge and skills of its employees, as they are the real capital
The institution provides material and moral reward for workers who implement the quality of work
16 Q46 The institution uses experts and specialists in
the field of quality to train its employees 0.72 9 17 Q74 The institution achieves good financial profits
through various activities 0.72 9
The Foundation achieves for faculty members scholarships to prestigious universities in the disciplines it needs to develop its schools.
The Foundation works to give space for its specialized cadres to contribute to the development of community institutions.
The institution relies on specific metrics to determine the extent to which students and their parents are satisfied with the educational process
The organization relies on specific and
realistic mechanisms to know the needs of the employees in the organization
The institution adopts the method of
implementing teamwork in the spirit of one team and considering quality as everyone's responsibility
The institution has realistic studies to compare the results of past and current performance
The institution adopts educational dialogue between administrators, teachers and students in the institution
25 Q70 The institution creates a spirit of competitive
work among its departments by relying on 0.73 8
comprehensive quality standards
The institution achieves a direct proportion between faculty members and the number of students
The Foundation involves the beneficiaries (students, teachers, administrators, parents) in its plans
28 Q34 The organization sets clear goals for the
application of information technology 0.73 8 29 Q64 The institution unites the inputs from all its
resources and work requirements 0.69 12
30 Q81 The institution has a balance of internal and
external financial performance 0.69 12
Preparing a study to know the requirements and expectations of higher education institutions from their educational outputs
The Foundation adopts a forecasting method to determine the needs and aspirations of the community
The organization gives employees the appropriate authority and knowledge to achieve quality work
34 Q67 The institution adopts a self-monitoring
system to reduce administrative control work 0.63 14 35 Q54 The organization relies on work procedures
on clarity and accurate description 0.62 15
The management of the institution is constantly developing its educational curricula and operations
The institution is concerned with a periodic evaluation of its activities that meet the aspirations of students
The institution relies on the methods of modern technologies in the process of exchanging information
By examining the paragraphs of the second factor, it was found that more than one paragraph in it expresses the fourth and seventh domains of the educational administration scale, and in light of the paragraphs, this second factor was called (objective evaluation of the administrative process).
Interpretation of the third factor:
The number of paragraphs that were saturated with the third factor was (24) paragraphs, the degrees of their saturation ranged between 0.59) - 0.93) and the following is a table (6), which included the paragraph number, content and degree of saturation.
Table (6) shows Paragraphs that are saturated with the third factor.
No. Paragraphs Paragraph content degree of
The institution achieves satisfaction (faculty staff, students) with the level of its
The institution relies on evaluating
educational activities periodically to achieve continuous improvement
3 Q49 The organization engages new employees in
interesting modern development courses 0.91 3 4 Q56 The institution is building a new culture of
educational quality in schools 0.90 4
5 Q55 The company adopts a continuous
reconfiguration of its operations 0.90 4
6 Q78 The organization owns the results of the
active participation of its employees 0.89 5
The institution has the results of the satisfaction of the beneficiaries of the educational process
The institution assigns the specialists to update data and information on a continuous basis
9 Q73 The institution has a good educational
reputation in the community 0.79 7
10 Q19 The institution relies on modern educational
services to support students 0.79 7
11 Q88 The management of the institution seeks to
link its outputs 0.76 8
12 Q65 the needs of students to prepare for university
studies. 0.76 8
The institution is interested in examining the readiness of the departments to face
The institution coordinates with the various business sectors to provide the opportunity for its students to be trained in the technologies available to it and their working methods.
15 Q53 The institution has mechanisms to maintain
contact and communication with alumni. 0.72 10
The institution is keen on comprehensive and detailed planning for all its educational operations
17 Q4 The organization's information network is
linked to the global information network 0.70 12 18 Q87 The organization distributes tasks and
responsibilities electronically to subordinates 0.69 13
The management of the institution studies the complaints of community institutions and their suggestions regarding the quality of their services
20 Q89 The institution adjusts its plans according to
the annual evaluations of previous plans 0.62 14
The administration of the institution gives way for its specialized cadres to contribute to the development of community institutions.
The institution benefits from the results of the evaluation review to ensure innovation and improve educational performance
The Foundation forms work teams to visit parents and students in their homes to know their opinion of its performance
The educational institution owns a private radio that communicates with the spectrum of society
When examining the paragraphs constituting the third factor, it was found that they explain and show the fifth, sixth and seventh domains of the educational management scale, and in light of these paragraphs, this factor was called (Relationship and Results Management).
On this basis, the educational management scale for physical education teachers contained three areas, which are as follows:
- The field of (strategic leadership to control performance), which includes (38) paragraphs.
- The field of (objective evaluation of the administrative process), which includes (38) paragraphs.
- The field of (Relationship Management and Results), which includes (24) paragraphs.
Conclusions and Recommendations:
- As a result of the analysis process for the matrix of inter-correlations of the candidate items for the educational administration scale of (100), (3) independent factors were extracted.
- The results of the factor analysis using the basic components method proved the efficiency of this method through the achieved ratio for the interpretation of variance (the Explanatory Variance Scale) for the three factors extracted from the analysis.
- The importance of the factors extracted from the analysis is reflected in their arrangement and composition, as each extracted factor has its importance that differs from the importance of other factors.
- It is necessary to adopt the analytically based scale for the educational administration to know the levels of physical education teachers.
- Using the extracted measure of educational administration with teachers with few or many services to diagnose their administrative and teaching capabilities within their educational institutions.
- The equation deduced from the factor analysis process can be used in the process of evaluating and selecting qualified physical education teachers for administrative jobs.
- Conducting an analytical study of the paragraphs of the scale concerned with the use of oblique rotation to show the complex variables affecting the evaluation process for physical education teachers.
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