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

Authors

  • Nur Khotimah Universitas Negeri Semarang, Indonesia
  • Edi Waluyo Universitas Negeri Semarang, Indonesia
  • Ali Formen Universitas Negeri Semarang, Indonesia

DOI:

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

Keywords:

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

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.

References

Apriliyanti, D. L. (2020). Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 28–38.

Jalidar, H. I., & Alias, B. S. (2024). The Impact of Instructional Leadership Practices on Teachers’ Job Satisfaction and Work Quality. International Journal of Academic Research in Progressive Education and Development, 13(4), 3586–3601.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches/John W Creswell. -3rd ed. Sage Publication, 8, 94–102.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative. , and Mixed Methods Approaches, Fourth Edition. SAGE Publications, Inc.

Darling-hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. India Review, 5(4), 1–8.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer Press.

Guskey, T. (2002). Professional Development and Teacher Change. (August 2002). https://doi.org/10.1080/135406002100000512

He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00290-0

Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63–73. https://doi.org/10.31098/aqr.v1i1.1380

Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration and Leadership, 49(1), 188–207.

Megawati, M., dkk (2021). Peran Kepala Sekolah Dalam Pengembangan Kompetensi Guru. Jurnal Al-Ilmi: Jurnal Riset Pendidikan Islam, 1(2), 31–45. https://doi.org/10.47435/al-ilmi.v1i2.536

Mthanti, B. J., & Msiza, P. (2023). The roles of the school principals in the professional development of teachers for 21st century Education. Cogent Education, 10(2), 2267934. https://doi.org/10.1080/2331186X.2023.2267934

Mutiara, A., Khairani, F., Handok, & Surahman, M. (2024). Kepemimpinan Instruksional Kepala Sekolah Literature Review. Jurnal Manajemen Mutu Pendidikan, 11(2), 47–55. https://doi.org/10.23960/jmmp

Nellitawati, dkk (2024). The influence of instructional leadership and work commitment on teacher performance. Cakrawala Pendidikan, 43(3), 546–561.

Nur Khotimah, Desty Irnayanty, L. L. (2023). Strategi Kepala Sekolah Dalam Meningkatkan Kompetensi Guru di TK Pertiwi 01 Pati. Alzam-Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 242–259. https://doi.org/10.35891/muallim.v2i2.2263

PP Nomor 04 Tentang Standar Nasional Pendidikan. (2022). Peraturan Pemerintah Republik Indonesia Nomor 4 Tahun 2022 Tentang Perubahan Atas Peraturan Pemerintah Nomor 57 Tahun 2021 Tentang Standar Nasional Pendidikan.

Roni Harsoyo. (2022). Teori Kepemimpinan Transformasional Bernard M. Bass dan Aplikasinya Dalam Peningkatan Mutu Lembaga Pendidikan Islam. Southeast Asian Journal of Islamic Education Management, 3(2), 247–262. https://doi.org/10.21154/sajiem.v3i2.112

Solana, M. R., & Mustika, D. (2023). Peran kepala sekolah sebagai leader dalam pendidikan. Murhum: Jurnal Pendidikan Anak Usia Dini, 4(1), 406–418.

Wenger, E. (2000). Communities of Practice - the organizational frontier by Wenger.pdf. Harvard Business Review.

Downloads

Published

2026-06-30

How to Cite

Khotimah, N., Waluyo, E., & Formen, A. (2026). The Role of Non-Formal ECE Center Heads in Enhancing the Competency of Underqualified Early Childhood Educators. AL-ISHLAH: Jurnal Pendidikan, 18(2), 3045–3058. https://doi.org/10.35445/alishlah.v18i2.9078

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.