An Assessment of Managerial Competencies among School Administrators of Selected Universities

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

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An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

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An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

Researchers          

Eva D. Arcena Agnes Lois L. Balite Teresita N. Banag Nanelyn T. Bontoyan Joey M. Cadano Maria Lagrimas C. Calapati Emy D. Delgado Ma. Consuelo L. Dimaya Leo S.Faustino Francisco P. Javier

        

Carmina G. Joson Maria Charlene P. Melegrito Patria G. Montealto Shiela Grace E.Nollen Cecilia D. Pelejo Juzy L. Saguil Carolyn Joy S. Salinas Fr. Engelbert N. Samonte, OSA Alma Trinidad R. Taragua

Dr. Liwayway O. Dapito Professor

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An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

2010 survey, school and district administrators,

ABSTRACT

policymakers

and

others

declared

principal

leadership among the most pressing matters on a The study was conducted to assess the managerial

list of issues in public school education. Teacher

competence of the PWU administrators based on

quality stood above everything else, but principal

the following performance standards: instructional

leadership came next (Suss, 2010).

leadership, school climate, human resources leadership, communication

organizational

community

Effective leadership is vital to the success of a

relations,

school. Research and practice confirm that there is

professionalism, and students’ progress. Thirty

slim chance of creating and sustaining high-

graduate school students were participants of this

quality learning environments without a skilled

study.

design

and committed leader to help shape teaching and

administrators were considered highly effective in

learning. That’s especially true in the most

professionalism, school climate and students’

challenging schools. As pressure, has increased to

progress performance standards, while the rest

have all children in every school succeed as

were rated effective. There was significant

learners, there is broad acceptance that education

difference in the ratings given by the participants

leaders need to be more than building managers.

in terms of given performance standards.

This shift from building managers to learning

Using

and

management,

descriptive

research

leaders first and foremost is well documented, and is further backed by research indicating that

I. INTRODUCTION

leadership is second only to teaching among school-based factors in influencing learning.

Ten years ago, school leadership was noticeably

While we know a great deal about what it takes to

absent from most major school reform agendas,

lead the learning work of a school, education has

and even the people who saw leadership as

been slower than many other fields in developing

important to turning around failing schools

and widely adopting well-crafted, reliable ways to

expressed uncertainty about how to proceed.

assess the performance of its leaders.

What a difference a decade makes.

The role of a school administrator requires a performance evaluation system that acknowledges

Today, improving school leadership ranks high on

the contextual nature and complexities of the job.

the list of priorities for school reform. In a detailed

For an evaluation system to be meaningful, it must

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An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

provide its users with relevant and timely

growth; 3) the use of multiple data sources for

feedback. To facilitate this, evaluators should

documenting

conduct

summative

opportunities for school administrators to present

evaluations of school administrators. While the

evidence of their own performance as well as

superintendent has the ultimate responsibility for

student growth; 4) a procedure for conducting

ensuring that the evaluation system is executed

performance reviews that stresses accountability,

with fidelity and effectively in the district, other

promotes

district-level administrators may be designated by

increases school administrators’ involvement in

the evaluator to supervise, monitor, and assist

the evaluation process; and 5) a support system

with the multiple data source collection which

for providing assistance when needed.

both

formative

and

performance,

professional

including

improvement,

and

will be used for these evaluations.

Performance standards define the criteria expected The primary purposes of the School Administrator

when school administrators perform their major

Performance Evaluation System are to: 1)

duties. For all school administrators, the following

optimize

2)

are the six performance standards that serve as the

contribute to successful achievement of the goals

basis for the administrator’s evaluation: 1)

and objectives defined in the vision, mission, and

Instructional Leadership; 2) School Climate; 3)

goals of the school district; 3) provide a basis for

Professionalism; 4) Organizational Management;

leadership

5) Communication and Community Relations; and

student

learning

improvement

and

growth;

through

productive

school administrator performance appraisal and professional

growth;

and

4)

6) Student Progress (Stronge, 2012).

promote

collaboration between the school administrator

The roles of the school leaders and managers

and

self-growth,

continue to evolve due to shifting demands as well

leadership effectiveness, and improvement of

as ever-changing organizational needs. As new

overall job performance.

leadership skill sets emerge, it is expected that

evaluator,

and

promote

school systems respond by actively seeking This evaluation system includes the following

competent and effective school heads. Effective

distinguishing

benchmark

school heads make a difference in the culture and

behaviors for each of the school administrator

performance of the institution. Research on school

performance standards; 2) a focus on the

leadership and management shows that school

relationship

heads

characteristics:

between

school

1)

administrator

performance and improved student learning and

Page 5

can

significantly

impact

student

achievement by influencing classroom instruction,

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

organizational conditions, community support and

effective

setting the teaching and learning conditions in

competencies are the keys to school improvement

schools.

and

and development, especially when schools now

management provide a multiplier effect that enables

have experienced increasingly diverse change and

improvement initiatives to succeed. The role of

challenges.

Moreover,

strong

leadership

management

and

its

peoples’

today's school heads is changing, as is the principal workforce. School heads are expected to have the

Managing change in education is inevitable and it is

necessary competencies and skills in order to

important to implement it effectively. Successful

manage

in

schools do not just happen, they are successful

accomplishment of school objectives. Application

because people make them so and all such people

of professional responsibilities and leadership in

have a stake in management. In schools, it is

addition to some other tasks can add to the teaching

important

quality and positive school climate and thus,

professional management force. To manage change

provide important information about the relevance

successfully, the work forces need to identify the

of organizational strategies to school heads' work.

areas that require change or are in the process of

the

outcomes

of

instruction

to

develop

an

outstanding

and

being changed. The hopes rest on the contributions The study was conducted to assess how the school heads apply specific organizational tasks in schools.

of the School Administrators because they are the leader of the school.

The study used a questionnaire developed to measure the school management skills.

Gardner (1995) proposes that leaders are persons, who by words and/or personal examples mark

The questionnaire composed of a 4 points scale for

influence the behaviours, though, and/or feelings of

school head competencies, indicating assessment

a significant number of their fellow human beings.

with

Expectation of what a school leader should do and

the

following:

Organizing,

Leadership,

Empathy, and Reporting, among others.

how s/he should behave also linked to a hazy, mythological picture of 'what the school leader was

School management and administrators’ capabilities

like' and these expectations can constrict.

are increasingly seen as a major contribution to the improvement and development of the school. To

Competent school administrators must guide their

meet the increasing demands, school development

schools through the challenges posed by an

must become a natural and continuous part of every

increasingly

school administrators’ target. This is because

curriculum standards, achievement benchmarks,

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complex

environment

such

as:

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

programmatic requirements and other policy

for

directives

generate

observed, but their leadership has been found in

complicated and unpredictable requirements for

the AESOP study to be crucial in producing the

schools. More so, they must respond to increasing

environment where these outcomes can occur.

diversity in student characteristics, including

(Dinham, 2004)

from

many

sources

the

outstanding

educational

outcomes

cultural background and immigration status,

The work of the administrators has become more

income disparities, physical and mental disabilities

tough, stressful and complex. Contemporary

and variation in learning capacities. These are just

scholars such as Duke, Tucker, Salmonowicz and

a few of the conditions that make schooling more

Levy (2006) have observed that the lack of

challenging and leadership more essential. School

effective leadership in schools lowers students’

administrators recognise that every effort must be

achievement because the absence of quality

made to provide an environment where each

leadership often results in ill- adapted school

student can experience success and academic,

organization and programs. It also leads to

personal and social growth. School administrators

unstable and difficult staffing, students’ negative

where

being

attitudes to academic work and discipline, an

achieved were persistent in their quest for

unhealthy school system and climate, and non-

enhanced student achievement. They do not

cooperation of parents and community. The

become distracted and ‘bogged down’ by the

consequences of failed school leadership are

administrative/managerial demands and in finding

grave. The conceptual debates and empirical

ways to concentrate their energies on educational

studies have persistently stressed upon the role of

leadership. They constantly remind students, staff

school leadership in school effectiveness and

and the community that the core purpose of the

school improvement.

‘outstanding’

outcomes

were

school is teaching and learning. Their external awareness and engagement, their bias towards innovation, their personal qualities, their vision and expectations and the climate of success that

Statement of the Problem

results from this, their emphasis on teacher

The study was conducted to assess the managerial

learning, their trust of staff, and their focus on

competence of PWU administrators based on

student

performance

support,

common

purpose

and

standards

namely:

instructional

collaboration, are all geared to the facilitation of

leadership, school climate, human resources

student achievement. It is acknowledged that

leadership,

school administrators are not solely responsible

communication

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organizational and

management,

community

relations

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

professionalism and students’ progress. It is

pertinent documents they had presented.

hypothesized that there is no significant difference in

the

managerial

competence

of

PWU

Follow-up

communications

with

research

administrators based on the identified standard

participants ensured accuracy of qualitative data

performance

coding and categorization, and provided additional background information.

Methodology

Various descriptive statistical treatments such as Frequency and Percentage Distribution and other

Using the descriptive method, the study generated

descriptive measures were used to process, present

descriptions in identifying the management styles

and analyze data gathered. The profile of the

of selected notable higher institution leaders in

respondents we also presented using statistical

selected universities in the Philippines. Purposive

charts.

Sampling was used to identify the subjects of this research. This method is selective and judgmental.

III. Results and Findings

The intent of the researcher of is explicitly stated using a guide or criteria in choosing the samples out

Table 1 shows graduate school students’ assessment

of the population. This method looks for certain

on instructional leadership competence of PWU

characteristics/qualities that the researchers needed

Administrators.

to analyzed.

strategies and the use of technology for successful

The

indicator

which

about

implementation of effective instructional strategies Open-ended

semi-structured

got the highest weighted mean of 3.31 and was

interviews, field observations were used to gather

interpreted highly effective while the rest of the

the primary and secondary data sets. Since the

indicators in this performance got effective ratings.

selected

questionnaires,

Academic

Leader-respondents

were

considered to be of highly profiled, careful subsequent interviews and conversations during the

Le Fevre, D.M. and Robinson, V.M.J (2014)

direct observation procedures were conducted in a

suggested that leaders need confidence and skills to

very professional manner.

engage in productive and respectful conversations about quality of teaching and learning to be

The open-ended questionnaire was designed to

effective

instructional

leaders.

elicit key information from the distinguished

moderate

capabilities

demonstrated

leaders. The researcher then interviewed the leaders

suggested

educational

using the open-ended questionnaire and analyzed

targeted professional learning for leaders.

Page 8

Consistent

improvement

in

to

these

demands

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

Gumus, E. and Bellibas, MS (2013) found out that

leadership practices should be based on the

the more principals take part in contemporary

contemporary type of professional development

professional development activities such as

activities.

professional networking, mentoring and research activities. The more often they engage in

Shown on table 2 is the graduate school students’

instructional leadership practices. However, no

assessment

relationship between more traditional types of

competence of PWU Administrators. Among the

professional development activities such as

indictors identified the one which is about

courses, conferences, was found. The results have

cultivate a positive, engaging, and balanced

substantial implications for policy-makers and

learning environment by implementing safety plan

practitioners worldwide, suggesting that any

that manages situations in a proactive, effective,

professional

get

and timely manner got the highest mean of 3.50

instructional

and interpreted as highly effective. Only one

principles

development involved

in

designed more

to

Performance Standards: Instructional Leadership Ensures that the focus is on student development and achievement.

Facilitates collaborative decision-making to analyze

on

climate

managerial

Weighted Mean

Interpretation

3.00

Effective

current achievement data and instructional strategies to improve classroom instruction and

school

3.19

Effective

increase student achievement.

Promotes research-based instructional best practices in classroom to maximize the achievement

3.19

Effective

of learners.

Connects innovative strategies and ensures teachers use technology and other available r sources for the successful implementation of

3.31

Highly effective

effective instructional strategies.

Monitors and evaluates the use of diagnostic, formative, and summative assessment to guide instructional practices and provide timely and

3.19

Effective

accurate feedback to students and parents.

Table 1 Graduate school students’ assessment on instructional leadership competence of PWU Administrators Page 9

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

indicator was found to be effective and considered

with educational preparation to complete in a global

the lowest that is about listens and responds to the

society. In the study of De Jesus (2016) from the data

responds to the concerns of students, staff, families

she conducted from 60 teachers from six public

and

and

elementary schools in Pagsanjan District, the results

approachable manner which has 3.13 weighted mean

revealed that the teachers had very high level of

and is effective. This kind of ratings given by the

competence in communicating, decision making,

participants proved that the university is conducive

leadership, and administrative management skills.

learning institution both literally and figuratively.

there

community

members

in

a

visible

was

significant

difference

in

teachers’

competencies and their profile. Teachers’ age, and Cupidore, C. (2016) stated that efficacy of core

civil status are not significantly related considering

leadership to meet state and national guidelines.

their competencies. A significant relationship exists

Positive social change comes from providing school

between and among communication skills and age,

leaders in urban charter schools within leadership

gender, years in service, and civil status. To upgrade

practices that may more effectively offer students

competence of aspiring administrators, incentives

Performance Standards: School Climate

Weighted Mean

Interpretation

Cultivate a positive, engaging, and balanced learning environment by implementing safety plan that manages situations in a proactive, effective, and timely manner.

Models and promotes clear and appropriately mutual respect, concern, and empathy for students, staff,

3.50

Highly effective

3.25

Highly effective

parents, and school community.

Utilizes shared decision-making and collaboration to Build relationships with students, staff, parents, and the School community to promote growth and change.

3.25

Highly effective

Empowers students to take responsibility for their own growth and development by involving students, staff, and to create and sustain a positive, safe, and health

3.25

Highly effective

learning environment.

Listens and responds to the responds to the concerns of students, staff, families and community members in a visible and approachable manner.

3.13

Effective

Table 2 Graduate school students’ assessment on school climate managerial competence of PWU Administrators Page 10

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

could be offered to promote competence. And to

according to the identified indicators here.

have an excellent performance, teacher should go or attend national and international seminars to enhance their competencies.

Deal & Peterson (1994) and Lashway (1996), state that effective principals need to be well organized passionate and creative leaders. Stolp

Table 3 shows the graduate school students’

(1994), also state that school principals have to

assessment on human leadership competence of

be both managers and leaders. As leaders, they

PWU administrators. The indicator with highest

have to promote a vision expressing the central

rating

values of the school. As managers they develop

is

recognizes

teacher

and

staff

contributions and provides with professional

structures

and

policies

development opportunities which was given

institutionalize the vision.

that

help

to

3.31 and interpreted highly effective. While the rest of the indicators in this performance

Table 4 shows the graduate school students’

standards were rated effective it shows that

assessment

human resource manager should do something

competence of PWU administrators. Among the

to improve the human leadership aspect

five indicators listed here it is monitors and

Performance Standards: Human Resources Leadership Supports school-wide orientation and mentoring processes to assist all personnel.

on

Weighted Mean

organizational

management

Interpretation

3.00

Effective

3.19

Effective

3.06

Effective

3.31

Highly Effective

Implements teacher and staff evaluation systems in accordance with policy, procedure, and legal requirements to ensure teacher and staff effectiveness.

Provides timely feedback on strengths and areas for improvement of teachers and staff to improve job performance.

Recognizes teacher and staff contributions and provides with professional development opportunities.

Table 3 Graduate school students’ assessment on human resources leadership competence of PWU Administrators Page 11

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

provides supervision of all instructional and

teaching practices such as setting standards,

activity program got the highest mean of 3.25 and

selecting materials, and assessing students while

interpreted as highly effective. On the other hand

informal leaders convey influence on specific

it is involves staff and stakeholders in various

pedagogical practices. This study suggested that

planning

management

the importance of and several strategies for

decisions, and delegate dutise got the lowest mean

developing a strong instructional leadership team

of 3.00 and considered effective only. The ratings

that recognizes and supports complementary

strongly suggests that administrators needs to

influences of formal and informal leaders.

processes,

shares

in

involves all the stakeholders in every decisions especially bigger decisions that should be made

Shown on table 5 is the graduate school students’

since they are the one who will be directly

assessment on communication and community

affected.

relations

managerial

competence

of

PWU

Administrators. All the indicators were rated Min Sun and Kim Chong (2013) found out that

effective but the one which is considered to pay

formal leaders convey influence on general

attention for is disseminates information in a

Performance Standards: Organizational Management

Weighted Mean

Interpretation

Demonstrates and communicates a working knowledge and understanding of, and compliance with, school

3.13

Effective

3.13

Effective

policies and procedures.

Ensures that rules and procedures are in place and enforced to provide a safe, secure, efficient, and orderly learning environment.

Monitors and provides supervision of all instructional and activity programs.

Identifies and plans for organizational, operational and resource related issues and resolve them in a timely,

3.25

Higly Effective

3.13

Effective

3.00

Effective

consistent, and effective manner.

Involves staff and stakeholders in various planning processes, shares in management decisions, and delegate duties.

Table 4 Graduate school students’ assessment on organizational management competence of PWU Administrators Page 12

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

timely manner to all stakeholders in a clear,

Administrators were considered adheres to and

effective and appropriate manner. According to

role models of core values of the school as it

some of the respondents the communication is

reflected in

very poor in some aspects like courses offerings

participants. The mean which is 3.38 is interpreted

during enrolment, changing of schedules and time.

as highly effective and therefore good indicators

the assessment

given

by the

that of professionalism on the part of the Table 6 shows the graduate school students’

administrators. However they were just rated

assessment

managerial

effective in the two indicators namely: participates

administrators.

in professional growth opportunities and applies

competence

on

professionalism of

PWU

Performance Standards: Communication and Community Relations Solicits student and staff input to promote effective decision making and communication Disseminates information in a timely manner to all stakeholders in a clear, effective and appropriate

Weighted Mean

Interpretation

3.19

Effective

3.00

Effective

3.19

Effective

manner.

Communicates long and short term goals and the school improvement plan to staff within their area of responsiTable 5 Graduate school students’ assessment on communication and community relations managerial competence of PWU Administrators Performance Standards: Professionalism Works within legal, ethical, and professional guidelines to

Weighted Mean 3.19

Interpretation Effective

ments.

Adheres to and models the school’s core values.

3.38

Highly Effective

Models professional behavior daily, both in and out of school

3.38

Highly Effective

3.13

Effective

improve student learning and to meet the school’s require-

(e.g., confidentiality, attitude, appearance and demeanor, use of behavior on social media, drug and alcohol use).

Participates in professional growth opportunities and applies knowledge and skills acquired.

Table 6 Graduate school students’ assessment on professionalism managerial competence of PWU Administrators Page 13

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

knowledge and skills acquired and works within

that administrators care for the students’ progress as

legal, ethical, and professional guidelines to

it manifested in their ratings.

improve student learning and to meet the school’s requirements.

Shown on table 8 is the summary table of the Shown on table 7 is the graduate school student’

graduate school students’ assessment of the

assessment

managerial

managerial competence of PWU administrators.

All the

The highest ratings given by the participants is on

indicators in this performance standard were rated

student progress which is 3.49 and is interpreted as

highly effective. This implies that participants feel

highly effective. Next in rank is school climate 3.28

on

student

progress

competence of PWU administrators.

Weighted

Performance Standards: Student Progress

Mean

Interpretation

Gathers and analyzes data from multiple sources to use in making decisions related to student academic

3.38

Highly Effective

3.62

Highly Effective

3.56

Highly Effective

growth and school improvement.

Develops student achievement goals and ensures they are aligned with school-wide goals for increased student academic achievement.

Communicates assessment results to appropriate stakeholders.

Table 7 Graduate school students’ assessment on student progress managerial competence of PWU Administrators Performance Standards Instructional Leadership

Weighted Mean 3.18

Interpretation Effective

3.28 3.14 3.13 3.13 3.27 3.49

Highly Effective Effective Effective Effective Highly Effective Highly Effective

School Climate Human Resources Leadership Organizational Management Communication and Community Relations Professionalism Student Progress Table 8

Summary table of the graduate school students’ assessment on managerial competence of PWU administrators Page 14

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

and professionalism which is 3.27 both interpreted as highly effective also. The lowest is on

Conclusion

organizational management and communication and community relations which both have 3.13 and interpreted as effective.

In the perspective of the graduate school students, the PWU administrators were considered effective in their managerial competence in

Shown on table 9 is the difference managerial

general. However, in terms of school climate,

competence of the PWU administrators based on

professionalism, and students’ progress they were

the set performance standards. The computed p-

considered highly effective. While in terms of

value 0f 0.00322 is interpreted as significant and

instructional

therefore hypothesis is rejected. This implies that

leadership,

there is significant difference in the assessment

communication and community relations there is a

given by the participants at 0.05 level of

need for improvements to be able make it highly

significance.

effective ratings.

Performance standards

P-value

leadership, organizational

human

management,

Interpretation

Decision

Significant

Reject hypothesis

Instructional Leadership School Climate Human Resources leadership Organizational management

0.00322

Communication and Community Relations Professionalism Students’ Progress Table 9 Difference in the managerial competence of PWU administrators

Page 15

resource and

An Assessment of Managerial Competencies among School Administrators of Selected Universities: Graduate School Students’ Perspective

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