Managerial Competencies and Leadership Potentials of Subject Coordinators in Public Elementary Schools

Abstract

INTRODUCTION

Subject coordinators play a vibrant and dynamic role in the educational system. Their leadership and management skills must continuously be developed since they are expected to perform strategic functions that are instrumental to the achievement of the school's goals and objectives, specifically on academic instruction. Subject coordinators provide professional leadership and management on a subject to secure high-quality teaching, ensure the effective use of resources, and improve the standards of learning and achievement for all pupils.

METHODS

This study is descriptive in nature, employing the quantitative approach and utilizing a questionnaire, focused group discussion, and interview to generate data. The respondents were 167 subject coordinators and 302 teachers of public elementary schools from the four congressional areas of the Division of Batangas province. They were selected through stratified random sampling with proportional allocation using Sloven formula. The statistical tools used to analyze data gathered were percentage, weighted mean and independent t-test.

RESULTS

The role of subject coordinators in the academe must not be overlooked but rather be emphasized as they remain to be one of the main contributors towards student learning. They must be fully aware of their specific roles and functions for more effective performance of their duties to ensure the attainment of academic goals. The managerial competencies and leadership potentials of subject coordinators must be enhanced to sustain their competence in performing, various roles and functions in educational institutions.

DISCUSSIONS

The management of public elementary schools may develop relevant activities to maintain and enhance the skills of subject coordinators and enable them to continuously perform their responsibilities to the school and the stakeholders. The proposed specific roles and functions of subject coordinators may be implemented to public elementary schools upon review of authorities concerned. A study of a similar nature may be conducted utilizing other variables not included in the study and in other academic settings.