Assessment of the Level of Cognitive Proficiency of School Administrators in a Selected District, Division of Batangas

Abstract

INTRODUCTION

The school heads should act as good leaders in handling academic responsibilities. This includes managing tasks to be carried out daily and making decisions on how to carry out plans. The school heads determine the subjects to be included in each course, the instructional equipment for carrying out work and its applicability to the students and masses. This situation may necessitate learning orders, holding conferences, and supervising activities. Academic management proficiency and proper leadership are two inseparable elements of good supervisions. It is a challenge for every academic manager to develop adequate instruments to increase his skills proficiency in handling school academic institutional affairs. The researcher would like to explore this issue to enable future school heads to devise academic programs to suit the current conditions.

METHODS

The descriptive research method was used in this study. The study was conducted in Sta. Teresita District in the province of Batangas comprising nine schools. The respondents were nine school administrators and 79 public elementary grade teachers.

RESULTS

Results revealed that both teachers and the administrators assessed that the school administrators have an advanced level of cognitive proficiency in terms of identifying and solving problems, making decisions, and thinking clearly and analytically.A significant difference exists in the assessment of the two groups of respondents on the level of cognitive proficiency of school administrators in terms of identifying and solving problems, making decisions, and thinking clearly and analytically.

DISCUSSIONS

The results demonstrate the need to encourage the school administrators to understand their roles in the context of the cognitive task. It willhelp them appreciate the dignity of their work and strive to improve their present level of performance.Both the teachers and the administrators need to identify areas in the level of cognitive proficiency of school administrators needed for further enhancement. School administrators need to develop measures in their level of cognitive proficiency which were found weak in areas of identifying and solving problems, making decisions, and thinking clearly and analytically. They must consider the utilization of the proposed cognitive proficiency enhancement program for their improvement.