Administrative and Instructional Leadership of Elementary School Principals in the City Divisions of Bicol Region

Abstract

INTRODUCTION

This study determined the administrative and instructional leadership of elementary school principals in the city divisions of Bicol Region. It considered the extent of implementation of the different activities in their performance of functions on administrative and instructional leadership. It also considered the effectiveness of the hypothesized factors that affect the principals' leadership, the effectiveness of the strategies in coping with administrative and instructional leadership; the seriousness of the problems encountered, and the urgency of the solutions or recommendations in solving the problems for coping with the functions of the principals.

METHODS

The descriptive-correlational method and the questionnaire on the administrative and instructional leadership were used.

RESULTS

The Elementary School principals in the city divisions of Bicol Region revealed to have very high skills in the fields of professional, interpersonal skills and public relations. The extent of implementation of activities engaged in terms of instructional leadership was much implemented. On administrative leadership, school principals use and establish conflict resolution processes by clarifying the agreed direction of the school community, building and maintaining collaborative decision-making and learning structures, facilitating participatory decision making, valuing input from all stakeholders in decision making and delegating responsibilities, establishing problem solving process, implementing moderation processes aligned school improvement plan. The pupil's performance measured the effectiveness of the administrative and instructional leadership of the principals.

DISCUSSIONS

Their responses on the professional, interpersonal skills and public relations revealed that they were very much implemented. The strategies adopted to cope with administrative and instructional leadership were very much effective. The principals of the city division considered all problems related to conflict, management, judgment, perseverance, self-knowledge, and links with theory as serious. The solution to solve the problems on the administrative and instructional leadership was: elementary school principals, amidst the multi-faceted task, should not forget the 70 percent time devoted to instructional supervision and 30 percent time devoted to administrative functions; use established conflict resolution process for clarifying the agreed direction of the school community; maintain participatory and collaborative decision making and learning structures; value stakeholders; and delegate responsibilities appropriately.