Professional Relationship of the Administrators and Teachers in Selected Junior High School in Area III, Division of Batangas: A Basis for a Proposed Action Plan

Abstract

INTRODUCTION

Over the years, the roles the leader plays and the relationship leaders develop with their subordinates have been measured as fundamental components for the subordinates' work performance in various organizations. School heads hold the heart of the school organization and their actions and relationships with their teachers affect the satisfaction, cohesion, and commitment levels. Thus, the success of the school, like any other institution, rests primarily on the dynamics of inspiration, collaboration, and teamwork between the school head and other members or staff. However, concerns have been raised by some teachers, parents and other members of the public about the lack of good collaboration and teamwork between the school leader and teachers in some schools in the Division of Batangas. It is in this frame that the proponent of this study aims to determine the status of a professional relationship of the school head and teachers based on the selected junior high school in Area III, Division of Batangas that will yield to the best management strategies.

METHODS

This study utilized the descriptive method of research. The subjects of the study were the ten (10) school administrators and two hundred eight (208) teachers in the selected Junior High Schools in Area III, Division of Batangas. The statistical treatment of data used in the research is the percentage, weighted mean, and T-test.

RESULTS

The difference in responses to the dimensions of values between the two groups of respondents and the status of professionalism shows no significant difference. Moreover, on the possible basis for the action plan to the educational administration and supervision, high professional etiquette among educators and administrators are important factors for shaping the performance level of a certain school.

DISCUSSIONS

Based on the findings of the study, the teachers focus more on the dimensions of values on moral development in their school relatively than the physical and social development. It is also evident that administrators and teachers perceived a relatively high-quality professional relationship. The majority of teachers need to communicate with their clientele calmly and perform their precise leadership role as well as teachers strongly agreed that teachers. Lastly, the administrators and teachers have the same perception when it comes to the dimension of values depicted by school administrators and teachers.