Extent of Administrative Support to the Beginning Teachers in their Professional Development in Selected Public Elementary Schools in the Division of San Pablo City

Abstract

INTRODUCTION

The first year of teaching has been described as a time of survival for the beginning teacher—one of the most difficult and critical periods in a teacher's career. It is during this transition that teachers begin to develop the skills and habits that form their foundation for future teaching success. Many beginning teachers get discouraged and abandon their teaching careers during this time. Thus, the appropriate solution to the problem of retention of academically able teachers is the improvement of school conditions and the provisions of support for beginning teachers. This study aims to determine the extent of administrative support to the beginning teachers in their professional development.

METHODS

The descriptive method was used in the study. This study was concerned on the following aspects: (1) administrative support as perceived by the teacher, (2) professional development given to beginning teachers, and (3) relationship of administrative support to the professional development of beginning teachers. The respondents were the 110 teachers and 20 principals in the Division of San Pablo City. A validated, self-madequestionnaire was used for respondents' perceptions. The mean and standard deviation were used for the perception on each variable. Spearman rho Correlation and t-test to determine the significant relationship and significant difference among the variables.

RESULTS

There's no significant difference between the perceptions of the two groups of respondents to administrative support. Both the principals and teacher-respondents agreed that factors in administrative support such as policy and regulation, resource allocation, moral and emotional support, and supervision and feedback have great effects to the perceived professional development of beginning teachers. In terms of professional development of beginning teachers, all related factors such as post graduate studies, membership in professional organization, job role/rotation, expertise rendered, research, job satisfaction, performance in teaching, and linkages are all significant to administrative support.

DISCUSSIONS

Having a supportive principal can make all the difference for a beginning teacher. Administrators must offer advice, direction, or assistance to teachers to become more effective and ready to meet the high level of expectation for the profession. High-performing schools have administrators who articulate a vision, help teachers grow professionally, and play a leading role in determining the school's climate.