An Assessment on the Management Styles of Public Elementary School Administrators in Relation to their Profiles and Attitudes

Abstract

INTRODUCTION

The concept of interdependence and interrelatedness connotes an identifiable social system or structure characterized by people with purposes interacting and depending on one another in groups, achieving specific goals using knowledge, attitudes, and techniques to perform specific tasks, and integrating structures or systematized activities involving people working together in formally defined and patterned relationship. With this, the researcher focused on the management styles of school administrators to discover the style of management that must be practiced by school administrators and school heads for a smooth and effective teaching and learning style.

METHODS

The descriptive method is a scientific investigation designed to ascertain and determine the general and typical characteristics of the existing or current conditions of a population at a given time. The researcher devised a questionnaire for teachers and administrators.

RESULTS

Most of the respondents in this study 41 years old, female, and with a Master’s Degree. In terms of teaching experience, respondents fall within 6 to 10-year range. The teacher respondents strongly believed in the contention of their school heads about themselves. The result of the study showed that there is no significant difference between the perception of the school administrators and the teacher respondents on the managerial style employed by the school administrator. It also showed that the management style of the school administrator affects the teaching attitude in terms of industry, resourcefulness, and responsibility, resulting in an undecided response. There was no significant relationship between the management styles of the school heads and attitudes in terms of the aristocratic laissez-faire and democratic styles.

DISCUSSIONS

The results demonstrate that the administration needs to develop the democratic management style, taking away the teachers’ observance of their laissez-faire style. In turn, they will be supportive of their administrator in conducting research. Teachers will keep their good attitude by keeping their good relationship with their school administrators. They may find some ways in establishing that, somehow, their profile in some specific areas like educational attainment and years in teaching can be significantly related to their management style whether it is administrative or instructional.