Articles
DOI DOI: 10.62441/actainnovations.v63i.1368

COMPREHENSIVE EVALUATION OF THE SUPPORT FOR LEADERSHIP THROUGH MENTORING AND LEARNING PROGRAM IN TIMOR-LESTE ELEMENTARY SCHOOLS

Mariano Dos Santos1, Edy Supriyadi 2, Aman3, Ahmad4, Maria Angelina Fransiska Mbari 1, Petrus Redy Partus Jaya4
  1. 1 Department of Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Indonesia.
  2. 2 Department of Electrical Engineering Education and Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Indonesia.
  3. 3 Department of History Education, Faculty of Social Sciences, and Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Indonesia.
  4. 4 Department of Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Indonesia.

Abstract

The ALMA (Apoiu Lideransa liu husi Mentoria no Aprendizajen) or Support for Leadership through Mentoring and Learning Program was launched in 2016 as a bilateral collaboration between the Australian and Timorese governments with the objective of strengthening teacher professional competencies and supporting the implementation of Student-Centered Learning (SCL) in elementary schools across Timor-Leste. Despite its broad mandate, empirical evidence regarding the program's systemic effectiveness from resource allocation to long-term student learning outcomes remains limited. This study presents a comprehensive evaluation of ALMA using a Logic Model evaluation framework integrated with Partial Least Squares Structural Equation Modeling (SmartPLS) to assess the directional relationships among the program's structural components: Input, Process, Output, and Outcome. A descriptive-evaluative research design was adopted involving 100 participants from eight elementary schools, comprising 80 teachers, 6 mentors, 8 school principals, and 6 Ministry of Education officials. Data were collected through structured questionnaires, focus group discussions (FGD), and in-depth interviews, and analyzed using descriptive statistics and SmartPLS. The outer model results confirmed satisfactory convergent validity (all AVE > 0.50), discriminant validity (Fornell–Larcker criterion satisfied), and composite reliability (all ρc > 0.70). The inner model demonstrated that Input significantly predicted Process (β = 0.716, t = 15.317, p < 0.001) and Process significantly predicted Output (β = 0.738, t = 17.881, p < 0.001). The relationship between Output and Outcome was marginally significant and negative (β = −0.224, t = 1.957, p = 0.050), suggesting that while immediate training outputs are strong, their translation into long-term student learning outcomes is constrained by systemic factors. Goodness-of-Fit (GoF = 0.444) indicated a robust structural model. Qualitative findings corroborated quantitative results, highlighting workload concerns and the need for sustained institutional support. The findings underscore the importance of reinforcing post-training follow-up mechanisms and aligning program governance structures with the long-term capacity-building goals of educational reform in Timor-Leste.

How to Cite

Santos, M. D., Supriyadi , E., Aman, Ahmad, Mbari , M. A. F., & Partus Jaya, P. R. (2026). COMPREHENSIVE EVALUATION OF THE SUPPORT FOR LEADERSHIP THROUGH MENTORING AND LEARNING PROGRAM IN TIMOR-LESTE ELEMENTARY SCHOOLS. ACTA INNOVATIONS, 63, 1204–1220. https://doi.org/10.62441/actainnovations.v63i.1368
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