Article RETRACTED due to malpractice The BRADLEY model for educational accreditation governance in underserved Indonesian regions: Implications for physical education, school sport, and active lifestyles
DOI:
https://doi.org/10.47197/retos.v82.119686Keywords:
educational accreditation, governance, underserved regions, physical education, school sport, active lifestyleAbstract
Introduction: Educational accreditation in underserved Indonesian regions faces governance challenges related to geographical barriers, limited digital infrastructure, uneven stakeholder capacity, and difficulties in translating national standards into local practice, with implications for physical education, school sport, and active lifestyle-oriented school improvement.
Objective: This study aimed to develop and preliminarily validate the BRADLEY model as a contextual framework for educational accreditation governance in underserved Indonesian regions.
Methodology: An exploratory sequential mixed-methods design was employed. The qualitative phase used interview summary records and document review records related to accreditation governance and analyzed them through case-based thematic analysis. The quantitative phase involved five expert validators and 15 user respondents who assessed a 33-item BRADLEY validation questionnaire using a five-point Likert scale. Expert data were analyzed using Aiken’s V, while user data were analyzed using descriptive statistics and feasibility percentages.
Results: The BRADLEY model consists of seven dimensions: Bridging Policy and Local Context, Responsive Governance, Adaptive Hybrid Approach, Data-Driven Evidence, Learning Capacity Building, Evaluative and Sustainable Improvement, and Yielding Quality Outcomes. Expert validation showed strong preliminary content validity, with an overall Aiken’s V of 0.958, while user validation indicated high feasibility, with a mean score of 4.73 and a feasibility percentage of 94.6%.
Discussion: The model provides a governance lens for strengthening accreditation processes with possible relevance to physical education, school sport, and active lifestyle programs.
Conclusion: BRADLEY is a promising preliminary framework, although broader implementation-based validation is still needed.
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