Management and Leadership Skills of Department Heads and its Relationship with Teachers' Instructional Competence at Wenceslao Trinidad Memorial National High School

Abstract

INTRODUCTION

Department Heads also play a vital role in setting the direction for a successful school. The writer is interested in knowing the qualities of managers and leaders that greatly influence teachers' instructional competence and the researcher hopes to discover significant insights of being a competent administrative manager and instructional leader who can inspire his co-workers towards outstanding performance.

METHODS

The respondents were eight department heads and one hundred two teachers of Wenceslao Trinidad Memorial National High School. The researcher used purposive sampling which was also known as judgmental, selective, and subjective sampling. It was also a non-probability technique that involved the conscious selection by the researcher of certain people included in the study. After establishing the validity and the reliability of data, the researcher asked permission for the administration of the questionnaires from the school head. The responses were checked, recorded, tabularized and the results were computed statistically. The Pearson moment of correlation coefficient was used.

RESULTS

The findings showed that the department heads have outstanding perceptions of their management skills in terms of evaluating teachers' and students' performance and monitoring school activities. Teachers' perceptions of their department heads leadership skills were all very satisfactory, while department heads had an outstanding perception of their leadership skills. Likewise, department heads perception of their teachers' instructional competence was very highly agreeable. While teachers only perceived their own instructional competence highly agreeable. It revealed that management skills in terms of evaluating teachers' and students' performance and monitoring school activities were significantly related to teachers' instructional competence.

DISCUSSIONS

Teachers needed to be fully aware of the school instructional program and that department heads had to frequently meet teachers and inform them of the academic progress of the school. The department heads put primary considerations in motivating teachers and students toward greater achievement. It revealed that department heads' perceptions of their management and leadership skills and teachers' instructional competence were more favorable than what their teachers perceived. Teachers' instructional competence were influenced by some of the department heads' management and leadership skills. Results of this study served as a reflective reference about the management and leadership skills of department heads.