Management Competence and School Administrators' Attributes: Inputs to Learning Leaders' instructional Capability and Teaching Performance

Abstract

INTRODUCTION

This study dealt with Management Competence and School Administrator's Attributes: inputs to Learning Leader's instructional Capability and Teaching Performance. It sought answers on these: What are the perceived management competencies of the School Administrators in terms of supervision, administration, performance evaluation, and support for quality instruction? What is the respondent's perception of the personal qualities of the school administrator in terms of personal traits as attitudes and beliefs, and working relationship with subordinates? What is the respondent's perception of professional attributes in the knowledge of educational management, understanding psychological and social principles and appreciation of school management? What is the level of instructional capability of learning leaders in terms of teaching skills and evaluation skills? What is the mean self-evaluation of teachers in accordance with Competency-Based Performance Appraisal System for Teachers (CB-PAST) occupational competence, professional and personal characteristics, punctuality and attendance?

METHODS

This study was conducted for the purpose of determining the variables that may have an effect on Management Competence and School Administrator's Attributes: inputs to Learning Leaders instructional Capability and Teaching Performance. The descriptive method of research was utilized and the survey technique was used in gathering data. The questionnaire served as the main instrument for collecting data. Frequency and percent distribution and arithmetic mean was used to describe the general information on the respondents' profile and on the other variables of the study.

RESULTS

Taken singly or in combination, the hypothesis that the administrators' management competencies are not significantly related to learning leaders' instructional capability and teaching performance is partially upheld. The hypothesis that the instructional capability and teaching performance of learning leaders are not significantly influenced by the administrators' personal qualities is not accepted. The hypothesis that the administrators' professional attributes are not significant contributors to instructional capability and teaching performance of learning leaders is partially supported.

DISCUSSIONS

There is a change that management competencies of administrators may create a big impact on the success of the schools' K-12 Basic Education Program by attending seminars to raise the level of teaching performance.