Professional Accountabilities and Managerial Skills of Administrators of Integrated Schools in Region I

Abstract

Introduction

The focus of this study is to find out the manifestations of standards and norms of professional accountabilities and the extent of managerial skills of the administrators in Region 1.

Methods

This research employed a descriptive survey design and questionnaires, which yielded the following results. It was found out that the administrators were predominantly males, married, middle-aged, obtained their MA/MS degree with doctoral units, attended training in the district, division, provincial, regional, national and international levels. The data also revealed that most of the integrated schools in Region I was established in 2009-2012, have average numbers of teachers, considered as small schools in terms of enrolment, funded by the national government, and most of the schools’ projects were on infrastructure.

Results

The data also presented that administrators always manifest the standards and norms of professional accountability and have a very great extent of manifestation in terms of professional and managerial skills. However, they perceived the problems encountered to be slightly serious. The result of the t-test revealed that the administrators and master teachers differ in their perception of the frequency of manifestation on professional accountabilities along with commitment, responsibility, cooperation, integrity, receptiveness, and compassion. They also differ in their perception of the extent of manifestation of managerial skills, particularly on the administrative aspect. The results of the Pearson Product Correlation revealed that the administrators' personal and professional attributes are related to their professional accountabilities and managerial skills.

Discussions

Thus, this research recommends that viable programs for the enhancement of the professional accountabilities and managerial skills of administrators should be implemented. Administrators should continue to practice commitment, professionalism, integrity, responsibility, receptiveness, compassion, and cooperation to successfully perform their duties as instructional leaders and school managers. Likewise, the problems encountered should be dealt with accordingly to improve students' and teachers' performance with the intensive effort of the community and other stakeholders.