Management Styles of Selected Private School Administrators in Tagaytay City, Province of Cavite: Basis for Administrative Development Plan

Abstract

INTRODUCTION

There are many studies indicating that school management is one of the crucial factors that influence school progress. For example, in their study, Wang, Heartel, and Walberg (2013) identified school management as being the first in a list of important factors that influence school learning and progress. Ben (2016) states that effective school management strategies are significant to a successful teacher's delivery of instructions. This study will serve as a guide for the best practices of the School management that needs improvement and will give more benefits to the school to formulate or design schemes to respond to the needs of the school to improve policies and programs.

METHODS

The descriptive research survey method was used in this study to determine the management styles of the selected private school administrators in Tagaytay City, Province of Cavite: Basis for Administrative Development Plan as perceived by the School Administrators, teachers, and non-teacher personnel who are selected purposely. To arrive at a comprehensive and accurate data, a survey was conducted to all respondents of the selected Private School Administrators in Tagaytay City. Likewise, their problems and solutions were all elicited during the informal interview.

RESULTS

The findings of the study were summarized as follows:

- School administrators, teachers, and non-teaching personnel were found to have similar perceptions that they were authoritative in the formulation of policies, implementation of policies and programs, maintenance of school disciplined and information system.

- the school administrators were paternalistic in the delegation of authority, solution of conflicts and problems, and evaluation of performance.

- School administrators did not exercise the laissez-faire style of management in any of the fifteen areas of educational concerned as perceived by school administrators themselves, teachers, as well as the and non-teaching personnel.

DISCUSSIONS

The authoritative, paternalistic, democratic and laissez-faire styles of management were utilized on a case to case basis, in other words, the management was situational-based. Expertise and experienced should be considered in tapping resource persons to be involved in the administrators and would enhance deeper insights and learning's on school management. An administrative development program is hereby proposed for implementation.