School Environment and School Heads’ Managerial Skills: Looking into their Relationships to School’s Performance (original) (raw)
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International Journal of Research Publication and Reviews, 2021
School Administrators are evaluated based on a variety of factors, including student achievement on standardized tests, enrol ment in advanced placement courses, and student attendance and graduation rates. Thus this study aimed to determine the association of management capability of elementary school administrators and school's performance in elementary schools of Leyte Division in the Province of Leyte, Philippines. Using a descriptive-correlation research design and survey instruments to gather the information, a total of 112 elementary schools' administrators participated in the study. Results shows that as to the management capability school administrators are very much capable in creating a student-centered learning climate and managing the school operations than human resources management and professional development. As to schools' performance, the Participation rate, cohort survival rate, promotion rate drop-out rate, repetition rate, and graduation rate their school performance are considered as superior. However, retention rate, transition rate, completion rate and teacher-pupil ratio only performed meeting the standards. Moreover, the study reveal that the profile and management capability of school administrators have no significant relationships with their school performance.
IOSR Journal of Business and Management, 2016
This study aimed to determine the leadership skills and behaviors of school administrators and their school performance in Area III Leyte Division. It employed the descriptive-correlational research method as the main technique of the study. As to the profile of school administrators, majority were old-age, more than half were female, nearly eighty percent were married, a bigger number were master's degree holders, a little more than one-half occupied Principal 1 position, mostly availed only local and regional trainings/seminars and a great majority of them had served more than 9 years. Looking on the aspect of leadership skills, the school administrators were highly effective in all areas such as setting instructional direction, teamwork, sensitivity, judgment, results orientation, oral communication, written communication, developing others, understanding own strengths and weaknesses. In terms of leadership behavior, the school administrators were also found to be highly effective in all areas such as in communicating the school goals, supervision and evaluation of instruction, coordinating the curriculum, monitoring of student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development and providing incentives for learning.Parallel studies maybe conducted by examining other aspects and nature of variables related to leadership skills and behavior so that further assessments on the reliability and validity of the data in this research could be ascertained.
School Heads" Administrative and Leadership Skills: Its Influence on School Performance
This descriptive study endeavored to determine the administrative and instructional leadership skills of school heads and its influence on school performance in the second district of Misamis Oriental, Philippines, during school year 2018-2019. It involved 132 elementary school administrators. In order to validate their selfassessment from the survey instrument, 380 random samples of teachers who were under those respective administrators were taken to assess the competence of their respective administrators. The analysis and interpretation of the data gathered were facilitated by frequency counts, percentage, mean, standard deviation, and Pearson r. The study found out that there is no significant relationship between the school heads' age, sex, work experience, and family monthly income and the school performance considering the teachers' performance, the learners' performance and their reading comprehension. However, there is a significant relationship between the school heads' designation and educational qualification, and school performance. Also, there is a significant effect between the school heads' administrative and instructional leadership skills and the schools' performance in terms of teachers' individual performance and students' achievement and their reading comprehension skills.
Psychology and Education: A Multidisciplinary Journal, 2024
The management styles, roles, and functions of the school administrators, as they partner with their teachers in the educational process, are of such importance that it would be unwise to ignore the mechanism that forms the basis of the different assessment and/or judgment types. Articulating the levels of evaluation and assessment of the stakeholders provides the framework of this academic undertaking on the different contextual effects of the focus of the study. In particular, this study is descriptive, where two (2) major groups of respondents were used as the study's major participants. The respondents were seven (7) school administrators and 45 teachers of the North District of the selected national high schools in Cebu City, Cebu. These groups of respondents were purposively and conveniently chosen. Based on the findings, the following were derived: The school administrators concurred with their teachers' evaluation that implementing the management styles, roles, and functions was effective. There is a high level of difference in evaluating the management styles, roles, and functions of the school administrators since the obtained t-value is found in the rejection region, negating the research hypothesis raised in the study. The school administrators and teachers performed satisfactorily in all the managerial role areas and functions expected of them as they achieved the desired school performance. There was dominancy and consistency of significant relationships in the majority of areas of management styles, and as expected, issues and concerns emerged. Moreover, the proposed Recipe for Effective Management (R.E.M.) Model will further articulate and realize the goals of quality and excellence in education at the secondary level that redounds to effective and efficient school performance.
This study made used of the descriptive-survey to gather profile of the public school heads in the elementary and secondary public schools and their respective school related problems. Questionnaire was used to collect the needed data. The questionnaire consists of two parts. The first part asked about the personal and professional data of the participants and the last part gathered the needs and problems met by school heads in the management of their respective schools. The findings reveal that (1)the administrators in the elementary and secondary schools possess the necessary qualifications required by their positions but lack the organizational skills required of producing effective schools to achieve quality education, (2) the administrators have attended staff development trainings and conferences yet need to enroll in graduate programs and/or to attend trainings to enhance their leadership, administrative and supervisory capabilities, and (3) the administrators face school related problems they need to resolve to make their schools effective. The following recommendations are offered (1) School heads should endeavour to upgrade themselves in the profession by finishing their doctorate degrees, (2) School heads should plan and initiate resource generating activities to increase finances of the school thus, more programs and projects would be implemented, and (3) Continuous attendance to leadership seminars and trainings should be aimed by school heads to improve further their management skills and competence.
IOER International Multidisciplinary Research Journal, 2021
All organizations require effective and efficient management. Being effective is evident if one is doing a certain task appropriately, while efficiency is observed if the task is done with accuracy. It is through management that the vision, mission, and goals of an organization are realized through the efforts of those people who walk in one direction to attain the desired goal. In this time of uncertainty where everything must stop, the competencies of the school leaders in management need to be strengthened to ensure better school performance. The purpose of this study was to determine if there was a link between school leaders' abilities to manage school operations and resources and the performance of public schools in the Schools Division of Laguna. To evaluate the relationship between the independent and dependent variables, the descriptive-correlational study design was used, and employed statistical methods such as Pearson r, Chi-square, Spearman rho correlational analysis, and multiple linear regression were used. Findings revealed that there is a significant relationship between the level of management competencies of school heads and the school's performance in terms of quality and efficiency. All the given competencies in managing school operations and resources, such as record management, financial management, school facilities and equipment, staff management, school safety for disaster preparedness, mitigation and resiliency, and management of emerging opportunities have a significant impact on the school's quality and efficiency. Further, the management competencies of school heads in terms of management of staff singly and significantly predict the quality and efficiency of the school. Thus, it was recommended to conduct an annual Induction Program for all new school heads to provide them salient information about managing the school operations and resources; and give the school heads technical assistance through the conduct of training, workshop, coaching, and mentoring; include topics in records management and school facilities in the professional development programs of SDO Laguna and conduct other related research in the future.
The study mainly examined the school heads' supervisory competence of school heads and teachers' performance. It determined the level of school heads' supervisory competence in terms of instructional supervision, professional and motivational competence; the managerial behavior in advocating competence of school heads; particularly in planning, implementing, monitoring, evaluating and supporting. As to the teachers' performance, it looked into their mastery of content, facilitation of learning, learning environment, diversity of learning, learning support, classroom management, and teaching strategies. Using a descriptivecorrelation design, it gathered information and described the school heads' supervisory competence and managerial behavior as well as the teachers' performance. Systematic random sampling was employed in obtaining the number of respondents. The research instrument was based from the Philippine Professional Standards for Teachers or PPST (DO # 42, s. 2017). The statistical processes used were finding the mean and weighted mean to describe levels. Then, to test the hypotheses, it made us of Pearson Product Moment Correlation and regression analysis. Based on the finding, school heads were highly competent in their supervision and very competent in their managerial behaviors. Teachers had very satisfactory performance in all parameters included to measure their performance. There was a significant relationship between the school heads' supervisory competence and teachers' performance parameters. Likewise, significant relationship between managerial behavior and teachers' performance existed all in sub-variables. The results show a slight to low correlation of parameters. The positive relationship implies that a heightened instructional competence of school heads magnifies the increase of the indicated parameters to measure teachers' performance. Furthermore, the competence of school heads in their supervisory roles and managerial behavior contributed to the teachers' satisfactory performance. The more the school heads give much focus on the professional development of teachers, the higher the teachers tend to enhance their professional competence.
Southeast Asian Interdisciplinary Research Journal, 2014
The study aimed to develop and derive the best fit model of school effectiveness of public elementary schools in Davao Region as basis for a leadership enhancement program. Descriptive, correlational, and causal methods were used to describe the level of the variables, to test whether significant relationship exists between the variables, and to test whether leadership behavior, organizational support and team-building practices predict school effectiveness. Pearson Product Moment Correlation coefficient, multiple linear regression and structural equation modeling (SEM) were used as statistical methods to arrive at the findings and conclusions. Findings revealed that public elementary school administrators are experts in terms of school and instructional leadership. School administrators have agreeable degree of organizational support to their school organizations and they always practice team building in terms of problem-solving, communicating, planning and implementing. The level of public elementary school administrators' effectiveness was excellent. Leadership behavior, organizational support and team building practices of public elementary school administrators significantly correlate with school effectiveness. Leadership behavior, organizational support, and team building practices explained 66 percent of school effectiveness. The best fit model of school effectiveness was that one which surpassed most of the goodness-of-fit indices.
Psychology and Education: A Multidisciplinary Journal, 2024
This study was conducted to assess the school management competence of school heads and the academic performance of secondary schools in Eastern Visayas during the school year 2019-2020 using descriptive correlational design as a research method which involved 52 school heads selected purposively. Results revealed that most school-head respondents were competent in terms of school management and operations. With regard to the relationship between school heads' profile and management competence, the findings showed that only the variables age and position have significant correlations with overall competence in school management and operations. As to the relationship between school profile and management competence, school size had a significant correlation with competence in fiscal management. Meanwhile, SBM level of practice was significantly correlated with overall competence in school management and operations. As to the relationship between management competence and school performance, the findings indicated that there was a significant correlation between school performance and competence in fiscal management. Meanwhile, the findings of the thematic analysis exploring the common challenges or problems that school heads encounter in managing their respective schools revealed two main themes: (1) Challenges in Management; (2) Challenges in relation to School Performance.
International Journal of Social Science and Human Research, 2021
This descriptive quantitative study aimed to determine the managerial skills of integrated and non-integrated school heads in the Schools Division of Iloilo for the school year 2019-2020. The respondents of the study were the 62 integrated school heads and 62 non-integrated school heads of the Schools Division of Iloilo. The statistical tools used were the frequency counts and percentage, mean, independent t-test and One-Way ANOVA. Results revealed that when the integrated school heads were taken as an entire group and when classified as sex, age, civil status, and years of school head experience the managerial skills of the integrated school heads is in a “high range”. In terms of highest educational attainment, baccalaureate and masters’ degree revealed ‘high range” managerial skills, while doctorate degree showed “very high range” managerial skills. Results revealed that when the non-integrated school heads were taken as an entire group and when classified as sex, age, civil stat...