Education
Volume: 152 , Issue: 1 , July Published Date: 04 July 2024
Publisher Name: IJRP
Views: 160 , Download: 141 , Pages: 118 - 140
DOI: 10.47119/IJRP1001521720246897
Publisher Name: IJRP
Views: 160 , Download: 141 , Pages: 118 - 140
DOI: 10.47119/IJRP1001521720246897
Authors
# | Author Name |
---|---|
1 | Ronalyn Bigcas Arocena |
Abstract
This study aimed to determine the School Heads Management and Supervision Skills and their Role in Shaping on Teachers Behavior and Competencies. It was focused on the Level of School Heads Management Skills, School Heads Supervision Skills, Teachers Behavior and Teachers Competencies. Also, it evaluates the Significant relation of School Heads Management and Supervision Skills on the Teachers Behavior and Competencies. The study utilized descriptive- correlational research design to determine the relationship between School Heads Management and Supervision Skills on the Teachers Behavior and Competencies. The respondents of the study were Teacher I – III of secondary schools in Third Administrative District of Schools Division Office of Laguna where the school heads management and supervision skills and teachers behavior and competencies were observed. Using Slovins Formula, 276 respondents were selected to answer the Survey Questionnaire as the research instrument. Mean, Standard Deviation, and Pearson R Correlation were the statistical treatment used in this study. The findings showed that, the level of school heads management skills garnered highly managed to all its indicators except motivating and decision-making were very highly managed. Also, the level of school heads supervision skills acquired highly supervised to all its indicators. Then, the level of teachers behavior attained highly admirable. Furthermore, the level of teachers competencies interpreted as very highly competent. Lastly, a significant relationship between the school heads management and supervision skills to the teachers behavior and competencies, opposing to the initial hypotheses. Based on the findings, it was concluded that there is a significant relationship between the school heads management and supervision skills to the teachers behavior and competencies leading to rejection of both hypotheses. This implies the vital role of school heads abilities in shaping on teachers behavior and competencies in fostering compelling performance, quality, and success of academic institutions. As the assessment and results presented in the study, several fundamental recommendations have been conceptualized to recognize the implications and possible benefits of the results. School Heads may enhance administrative systems by prioritizing activities based on urgency and importance, using the Eisenhower Matrix to categorize work into four categories: urgent and important, important but not urgent, urgent but not important, and neither urgent nor important. Also, teachers may practice believing in themselves that they have a beneficial influence on the school success. Moreover, they may carefully choose the learning materials that are relevant to the individual requirements and interests through reflective tasks, reflecting on teaching experiences, classroom interactions, and student outcomes.