Managerial Competencies of Public Elementary School Administrators in Relation to Teachers' Morale: Basis for an Action Plan

Abstract

INTRODUCTION

The school administrator is the key person in his school. His role as manager of the school staff is pivotal. He is seen as having the greatest impact on the performance and morale of teachers and the learning of students and hold more accountable for educational outcomes. The degree of success the school attains is greatly attributed to his good management and instructional leadership expertise.

METHODS

The descriptive method was used in the study. It also explores the causes of a particular phenomenon using sets of survey questionnaires to generate data to answer the specific questions raised at the onset of the study. The purposive sampling technique was utilized in the study.

RESULTS

1. The school administrators have performed their management functions as to conceptual skills, human skills, technical skill, and design skills. 2. School administrators and teachers have the same assessment in those skills. 3. The teachers have a very good rapport with their administrators, satisfied with their chosen profession, with their school facilities and also to the services that their school is offering. 4. School administrators and teachers had the same assessment on teachers' morale in terms of rapport with the administrator, satisfaction in teaching and school facilities and services but they differ in the assessment on teachers' salary and teaching load. 5. The administrators’ management competencies and teachers' morale are influenced by rapport with administrators, satisfaction with teaching, teachers' load and school facilities and services. 6. An action plan was proposed to further improve and enhance the school administrators in practicing their functions and so with teachers in boosting their morale.

DISCUSSIONS

1. School principals may undergo training on school management competencies and leadership style. 2. The harmonious relationship among school administrators, teachers and parents be established to achieve a good working environment. 3. The merit system is strengthened, and support ranking procedures are suggested to help boost the morale of teachers. 4. Intervention measures are implemented to avoid delays of salaries and other benefits of teachers for economic reasons. 5. Programs, projects, and activities on intervention are crafted to eventually resolve the issue on principals' management competencies and teachers' morale. 6. A continuing staff development program based on on-going needs and analysis be initiated and implemented.