Instructional Leadership Styles and Managerial Skills of Public Secondary Administrators: Bases for Development Plan

Abstract

INTRODUCTION

School leadership is the most crucial initial step in educational reform and school improvement. School administrators need to play a more dynamic role and handle challenging responsibilities in all instructional activities. The primary goal of K to 12 education is centered on student learning and achievement. The school administrator is expected to carry out vital roles and tasks of providing the leadership for the school and its community. In many ways, the school administrator is the most important and influential individual in school.

METHODS

This research study used a descriptive research methodology. It is used to gather information in order to determine the instructional leadership styles and management skills of school administrators and teachers in SY 2018-2019. The methods involved the description, recording, analysis, and interpretation of conditions that exist in this research study. Description of facts and Random sampling was utilized in the selection of fifty (50) secondary teachers and fifty (50) school administrators. It is designed to help school administrators obtain performance feedback in order to promote professional growth.

RESULTS

Using Chi-square to measure the association of respondents perceived instructional leadership and managerial skills to their demographic profile showed no significant association.Using Mann-whitney U test, significant differences (p < .05) were found on subscales which include setting instructional directions (p=.000); teamwork(p=.036); sensitivity (p=.000); judgment (p=.001); result orientation (p=.000); organizational ability (p= .000); written communication (p=.000) and development of others (p=.016).The difference in subscales of oral communication and understanding of oneself are not statistically different (p> .05). Oral communication of teachers is not left out since most schools use and encourage fluency on both mother and second language.

DISCUSSIONS

Position does not necessarily translate to having higher instructional leadership and managerial skills. Instructional leadership is given to teachers who have the opportunity to directly teach students. Teachers are expected to have good instructional leadership and managerial skills. The administration should promote more opportunities for professional growth in this area. Moreover, those in higher positions should continually improve both their instructional leadership and managerial skills.