Administrative Functions and Instructional Leadership Competence of School Heads: Impact on Empowerment of Teachers

Abstract

INTRODUCTION

A high standard in leadership of transformative principals has assumed more relevance and importance in setting the rightful direction, mobilizing individual commitments and engineering institutional capabilities, building teams and managing change.

METHODS

The study used descriptive research. 80 public elementary school heads and 800 teachers were selected as respondents. The questionnaire was composed of several parts: the respondent’s profile, his/her administrative functions, the instructional competence of public elementary school heads, and the teacher's empowerment.

RESULTS

The respondents perceived that any or the combination of the variables under administrative functions and instructional leadership competence of school heads have a great impact on the empowerment of teachers. The administrative function was perceived by the school heads as "very highly satisfactory" while teacher-respondents perceived it as "highly satisfactory" As to instructional competence and teacher' empowerment, teachers and school heads perceptions are significantly different.

DISCUSSIONS

The study is limited to public elementary school teachers and school heads. It may be adapted in different secondary schools to provide insight into the high school teacher's perception. Opportunities may be created for continuous interaction between administrators and subordinates where they can exchange ideas and know-how, thereby validating and redefining one's management and leadership that is appropriate to the work environment.