Development of a school ambidexterity model in elementary schools

Abstract

This study aimed to develop a school ambidexterity model for elementary schools that balances organizational stability and innovation. Using a Research and Development (R&D) approach adapted from Borg and Gall, the study involved 221 teachers and 43 principals in Solok Regency. Data were collected through questionnaires, observations, interviews, documentation, focus group discussions, and expert validation. Quantitative data were analyzed descriptively, while qualitative data were examined for recurring organizational patterns. The needs analysis produced an average score of 64.96%, indicating that ambidexterity-related practices existed but were not yet systematically integrated. The developed model comprises five interconnected components: exploration, exploitation, integration, reflection, and collaboration. Expert validation reached 96.67%, and the principal questionnaire showed high reliability (Cronbach’s alpha = 0.952). The model extends conventional ambidexterity theory by providing a contextual framework for strengthening school adaptability, collaborative learning, innovation, and sustainable organizational improvement.