The Role of Non-Formal ECE Center Heads in Enhancing the Competency of Underqualified Early Childhood Educators

Nur Khotimah; Edi Waluyo; Ali Formen

doi:10.35445/alishlah.v18i2.9078

The Role of Non-Formal ECE Center Heads in Enhancing the Competency of Underqualified Early Childhood Educators

Nur Khotimah, Edi Waluyo, Ali Formen

Abstract

This study was motivated by the large number of underqualified educators in non-formal early childhood education (ECE) institutions and the need to strengthen the leadership role of ECE center heads in supporting educator competency development. This study aimed to analyze the competency levels of underqualified non-formal ECE educators, examine the contributions of ECE center heads, determine the relationship between leadership contributions and educator competencies, and identify strategies used to enhance educator competencies. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved 137 underqualified non-formal ECE educators in Batang Regency selected proportionally from a population of 207 educators, while the qualitative phase used interviews and documentation to explain the quantitative findings. Data were collected through validated and reliable questionnaires, interview guidelines, and documentation, and were analyzed using descriptive statistics, assumption testing, Pearson correlation, coefficient of determination, and thematic analysis. The findings show that pedagogical and personal competencies were categorized as high, whereas social and professional competencies remained low. The contribution of ECE center heads had a positive and significant relationship with educator competencies (r = 0.638; p < 0.05), explaining 40.7% of the variance. Qualitative findings identified seven strategies: data-based planning, resource optimization, training facilitation, professional value internalization, cross-unit collaboration, positive work climate creation, and continuous professional development. This study concludes that ECE center heads play a strategic role in supporting the competency development of underqualified educators in non-formal ECE settings.

Keywords

ECE leadership; educator competence; non-formal early childhood education; instructional leadership; professional development

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DOI: https://doi.org/10.35445/alishlah.v18i2.9078