<![CDATA[Educational management standards play an essential role in shaping institutions capable of accommodating student diversity through structured managerial systems. Many educational institutions still face challenges in integrating planning, implementation, evaluation, and supervision into a unified model that can comprehensively explain the relationships among dimensions. This study aims to examine the determinants of educational management standards in realizing diversity-friendly institutions using the Second-Order Confirmatory Factor Analysis (Second-Order CFA) approach. This research applies a quantitative method with an explanatory design. A total of 45 respondents were selected from educational institutions. Data analysis was conducted through validity testing, reliability testing, First-Order CFA, and Second-Order CFA within the framework of Structural Equation Modeling. The results indicate that all indicators achieved factor loadings ranging from 0.76 to 0.85 with t-values above 7.85 and p-values of 0.000, confirming strong validity. Reliability testing shows Cronbach’s Alpha values between 0.81 and 0.86 and Composite Reliability between 0.85 and 0.89, with AVE values ranging from 0.63 to 0.69, indicating high internal consistency. The model fit indices demonstrate strong model adequacy with Chi-Square/df = 1.92, CFI = 0.94, TLI = 0.93, GFI = 0.91, RMSEA = 0.06, SRMR = 0.05, and NFI = 0.92. The Second-Order CFA results show that supervision has the strongest effect with a coefficient of 0.90 and R² of 0.81, followed by implementation at 0.87 (R² = 0.76), planning at 0.82 (R² = 0.67), and evaluation at 0.79 (R² = 0.62). These findings demonstrate that educational management standards form a strong hierarchical structure in developing diversity-oriented educational institutions.]]>
